
Author , 



Title 



Imprint. 



1&— 47372-2 CPO 



HAND-BOOK 



FOK 



IOWA TEACHERS 



1890. 



THH School law Directly affecting teachers, 
A course of Study for Country Schools, 

AND AN Outline of civil government. 



PREPAKKD AT THE DEPARTMENT OF PUBLIC INSTRUCTION, TO BE USED IN 

NORMAL INSTITUTES, AND AFTERWARDS BY TEACHERS 

IN THEIR SCHOOL WORK. 



THIS BOOK MUST REMAIN FOR THE USE OP SUCCESSIVE TEACHERS IN THE 

SAME SCHOOL. IT SHOUliD BE HANDED TO THE SECRETARY 

WITH THE COPY OF THE TEACHER'S REGISTER 



HENRY SABIN, 

SUPERINTENDENT OF PUBLIC INSTRUCTHON. 



DES MOINES. 

G. H. RAGSDALE, STATE PRINTER. 
1890. 



m 



HAND-BOOK 



FOK 



IOWA TEACHERS 



1800. 



THE School law directly affecting Teachers, 
A Course of study for country schools, 

AND AN OUTLINE OF CIVIL GOVERNMENT. 



PREPARED AT THE DEPARTMENT OF PUBLIC INSTRUCTION, TO BE USED IN 

NORMAL INSTITUTES, AND AFTERWARDS BY TEACHERS 

IN THEIR SCHOOL WORK. 



HENRY SABIN, 

SITPERINTENDENT OF PUBLIC INSTRUCTION. 



DES MOINES: 

G. H. RAGSDALE, STATE PRINTER. 

1890. 



PREFACE. V* C 

This compilation of a few sections of law, and brief remarks connected 
tlierewith, will have value for the many teachers in Iowa who feel the urgent 
need of a better chance to become acquainted with their duties, rights, and 
legal obligations. If the last legislature had so provided, we would gladly 
furnish the complete school law, for the use of teachers. 

All readers will understand that many of the remarks under the several 
sections have only such force as there is value in the reason of the comment. 
We have attempted to sum up the best conclusions of those most closely con- 
nected with school matters. Very many of these remarks are based upon 
decisions of our courts, or on official opinions by the attorney general. 
Upon a large number of subjects, our annotations reHect the uniform holding 
of this department through many years. It is hoped the interpretations 
given will be found a helpful and safe guide to the large body of workers 
who are so faithfully striving to increase the efficiency of our schools. 

The course of study for country schools is commended to the serious con- 
sideration of teachers and school officers. Every one should be actively 
interested in a matter ati'ecting so vitally the welfare of the entire people. 
The great value of organized, uniform, continuous effort is seen in every 
division of labor. There is a widespread demand for a course, the use of 
which Avill unify and harmonize the work of the ungi-aded schools throughout 
the state. 

We urge the adoption of this course in its general outlines, believing it to 
be well suited for its purpose. Boards of directors should insist upon the 
course being followed in the schools under their care. They should earnestly 
support the efforts of the county superintendent, and should instruct the 
teachers in their schools to comply cheerfully with his suggestions and 
requirements. 

Use has been freely made of courses of study as adopted in other states, 
and care has been taken not to depart widely from the courses now used in 
many counties of Iowa. We hope the work may accomplish all we expect 
fi"om it. 

The immediate preparation of the outlines has been in the care of Professor 
A. L. Shattuck, of Tipton, to whom we are under obligations for much pains- 
t>iking labor. 

The outlines of the course in civil government will be found useful in every 
school in the state. There ij great need that our children should be thor- 
oughly instructed in the nature of the government under which they live, and 
in their duties, rights, and pi-ivileges as citizens. 

This course is by no means exhaustive. The teacher will find it a benetit to 
consult text-books upon this subject, such as may readily be procured at 
small expense. If he will first take pains to inform himself, and carefully 
prepare his work, he will find no difficuly in interesting those under his care 
in this study. 

These outlines should be used in the county institutes for the purpose of 
drilling the teachers in the best methods of presenting this subject before 
their classes. There is no topic of greater interest to the people, or more 
important in its bearings upon our social and political welfare. 

We are indebted to Professor George Chandler, of Osage, for this carefully 
prepared otitline in civil government. 

HENRY SABIN, 
Superintendent of Public Instruction. 

Des Moines, Iowa, July 1, 1S90. 



LotTis H. Klemm 
Bequest 
Feb. 1926 



/ 

PROVISIONS OF LAW MOST DIRECTLY AFFECTING I'EACHERS. 



RELATING TO ALL BOARDS OF DIRECTORS. 



Section 1726. They may establish graded or union schools wherever they 
may be necessary, and may select a person who shall have the general super- 
vision of the schools in their district, subject to the rules and regulations of 
ithe board. 

Sec. 1784. They shall visit the schools in their district, and aid the teach- 
ers in establishing and enforcing the rules for the government of the schools, 
and. see that they keep a correct list of the pupils, emoraciug the periods of 
time during which they have attended school, the bi'auches taught, and such 
other matters as may be required by the county superintendent, la case a 
teacher employed in any of the schools of the district township is found to be 

Sec. 1720. Remark 1. With their power to establish and maintaiu graded schools, 
all boards are invested with the authority to prescribe a course of study in the differ- 
ent branches to be taught. 

2. It is very desirable that boards, county superintendent, and teachers should 
work together in efforts to classify and harmonize the worli to be done in the ungraded 
schools. Much may be accomplished by concert of action in earryiug forward some 
uniform method of classification and instruction. 

3. The course of study included in this volume has been prepared with great care, 
.and it is earnestly recommended for general use. It is hoped all boa^-ds will take 
■otHcial action as early as possible, and adopt the course for the schools ot their district. 

Sec. 17;i4. Remark 1. Boards have entire control over the public schools of their 
•district and the teachers employed therein. 

2. Kules and regulations govei-iiing teachers and scliolars, may be adopted and 
■enforced by the board, as the Dest interests of the schools may seem to require. 

3. The rules adopted by the board remain and continue in force until repealed. 

4. The teacher is tiie agent of the board, and rules made by him and enforced with 
•either the formal or tacit consent of the board, are in effect tlie rules of tne Doard. 

5. If it is understood that the principal of a school has charge of other rooms 
■besides his own, he has the same power in managing the children that is by law given 
to other teachers. 

6. The board of every district should adopt a carefully prepared course of study 
The electors may add other branches, making subsequent revision desirable. 

7. The law does not clearly prescribe the several branches that sliall be taught in 
■the public schools, further than to require the teacliers to be qualified to teach certain 
branches enumerated. It is plainly implied tliat all those common brancnes are to be 
included in every course of siudy. 

8. In the absence of instruction by the electors, tlie board should decide what 
branches in additio;i to those in a teaclier's e.xaminatiou, shall be taught. 

9. The board of every district have tlie right to include music, drawing, or any 
■ other branch, in the course of study for tiieir schools. 

10. It is the duty of the teacher, under the direction of the board, to determine 
■•what brandies can test be pursued by eacli pupil. 



incompetent, or is guilty of partiality or dereliction in the discharge of his 
duties, or for any other sufficient cause shown, the board of directors may, 
after a full and fair investigation of the facts of the case, at a meeting con- 
vened for the purpose, at which the teacher shall be permitted to be i^resent 
and make his defense, discharge him. 

11. Without special mention in tlie teacher's contract, it is understood that only 
the common branches are expected to be taught. 

12. It is not within the province of individual parties to demand instruction out- 
side the branches usually taught. 

13. Every scholar must study physiology and hygiene, including the effects of 
stimulants and narcotics, until the outline upon that branch, as prepared by the 
board, has been completed. 

14. It becomes the duty of every teacher to follow the plan of work indicated in 
the course of study. Wlion difficulties are met, if no other person has general super- 
vision, the matter may be brought to the attention of the board. 

15. As regards classification, the board have absolute control. But as the teacher 
is by common consent presumed to know what will be best for all, custom has left to 
bim the making of the program, and the placing of scholars in the proper classes. In 
doing this, however, he acts for the board, and any complaint should not be made to 
the teacher, but to them. 

16. If a scholar is found to be so deficient in the common branches, that he is unable 
to take the work in a class more advanced, without detriment to the class and to him- 
self, it is plain that he may be classified in each branch where he is likely to receive 
the greatest good. The penalty for not pursuing a suitable course of study will be 
found in the fact that such scholars may be denied promotion, and may not be 
allowed to graduate. 

17. In connection with the course of study, the board should designate the teaching 
helps and apparatus to be used, and should also arrange to furnish such appliances as 
500U as they are needed. 

18. A conscientious compliance with the requirements regarding visitation would 
greatly increase the efficiency of the schools. There are very many things that may 
be best ascertained by visiting the school, inspecting the work of the pupils, and con- 
versing with the teacher. The teacher can accomplish the best results only when he 
is sure of the hearty co-operation and support of the board. 

19. It is the duty of every board to see that their teachers comply strictly with all 
requirements made by the county superintendent, as well as with all rules made by 
the board. 

20. Every teacher in the county may be required to make such reports, agreeing 
with the spirit of the law, as the county superintendent may request, in sucli form 
and at such reasonable times as the county superintendent may determine. 

21. The continued refusal to comply with all uniform and reasonable regulations 
made by the county superintendent, or by a board, on the part of any one employed 
as teacher, would constitute good cause for revocation or subsequent refusal of certi- 
ficate, or for dismissal by the board. 

22. In the trial of a teacher, when it is sought to dismiss him, all the provisions of 
section 1734 must be strictly complied with. The board must allow the teacher to make 
a full defense, and the teacher may appear by attorney, or otherwise, as he chooses. 

23. Boards may dismiss teachers only for good cause shown. In case the board 
pass an order to dismiss, the material reason therefor should be spread upon the 
record, for. while in case of contest, these reasons would not be conclusive against 
the teacher, the board would be estopped from presenting other reasons than those 
named in the recortl. 

24. When a teacher is unjustly dismissed, an appeal may be taken from the action 
of the board in dismissing him, but a suit at law must be brought, if he seeks to 
recover his pay upon the contract. The teacher should be paid only to the date of 
legal dismissal. 



Sec. 1735. The majority of the boai'd in iudepeudent districts shall have 
power, with the concuiTence of the president of the board of directors, to 
dismiss or suspend any pupils from the school in their district for gross 
immorality or for a persistent violation of the regulations or rules of the 
school, and to re-admit them if they deem proper so to do. 

Sec. 1735. Remark 1. The board will be justified in refusing to permit the attend- 
ance of a pupil whose parent will not consent that he shall obey the rules of the school 

2 . A board may not adopt a rule which will deprive a child of school privileges, ex- 
cept as a punishment for breach of discipline or an offense against good morals. 

3 . It is competejit for boards to provide Ijy rules that pupils may be suspended from 
the schools in case they shall be absent or tardy a certain number of times within a 
fixed period, except for sickness or other unavoidable cause. 

4. If the effects of acts done out of school hours reach within the school-room 
during school hours, and are detrimental to good order and the best interests of the 
pupils, it is evident that such acts may be forbidden. 

5. We believe our courts will sustain boards in recognizing flagrant offenses having 
a direct and immediate tendency to injure the school, to bring contempt upon the 
teacher, or to subvert the authority of the board, even though such offenses may be 
committed away from the school grounds, and out of school hours. And if boards find 
it necessary, in their opinion, to adopt and enforce reasonable regulations in such cases; 
we believe their action will not be interfered with by the courts. 

6. The board should exclude children coming from houses where there are contagious 
diseases, and they may also enforce a rule that children not vaccinated shall be ex- 
cluded. 

7. The law does not provide that the board are compelled to give scholar or parents 
notice or chance for defense, before ordering svispension or expulsion of the scholar. 
The board have large discretionary powers. This is one of the matters which come 
wholly within their discretion. But it would be well for the board carefully to investi- 
gate tlie charges, before dismissing any scholar. 

8. For good (lause, a teacher may suspend without fixing the time, notice being also 
at once given to the board, for their prompt action. 

9. The period of time fixed by the board during which suspension or expulsion shall 
be in force, should be clearly indicated. Conditions upon which earlier re-admission is 
provided for, may very properly be given in the same connection. 

10. The teacher has control over scholars during school hours, within reasonable 
limits, unless restricted by a rule of the board. He may require a scholar to remain 
in his seat during recess as a punishment. However, it is not wise to deprive children, 
to any great extent, of the exercise necessary to their physical well-being. 

11. A teacher may not detain a scholar after school hours, against the wish of the 
parent. 

12. The teacher is responsible for the discipline of his school, and for the progress 
and deportment of his scholars. It is his imperative duty to maintain good order and 
require of all a faithful performance of their duties. If he fails to do so he is unfit for 
his position. To enable him to discharge these duties effectually, he must necessarily 
have the power to enforce prompt obedience to his requests. For this reason the law 
gives him the power, in proper cases, to inflict punishment upon refractory scholars. 

13. In applying correction, tlie teacher must exercise sound discretion and judg- 
ment, and should choose a kind of punishment adapted not only to the offense, but to 
the offender. Corporal punishment is a severe remedy, and its use should be reserved 
for the baser faults. 



— 6 — 



CHAPTER 1, LAWS OF 1886. 

TEACHING AND STUDY OF EFFECTS OF ALCOHOL AND STIMULANTS UPON 

THE HUMAN SYSTEM. 

Section 1. Physiology and hygiene, which must in each division of the 
subject thereof include special reference to the effects of alcoholic drinks. 
Stimulants and narcotics upon the human system, shall be included in the 
branches of study now and hereafter required to be regularly taught to and 
studied by all pupils in common schools and in all normal institutes, and 
normal and industrial schools, and the schools at the soldiers' orphans' home 
and home for indigent children. 

Sec 2. It shall be the duty of all boards of directors of schools and of 
boards of trustees, and of county superintendents in the case of normal insti- 
tutes, to see to the observance of this statute and make provision therefor, and 
it is especially enjbined on the countj^ superintendent of each county that he 
include in his report to the supei'intendent of public instruction the manner 
and extent to which the requirements of section one of this act are complied 
with in the schools and institutes under his charge, and the secretary of 
school boards in cities and towns is especially charged with the duty of 
reporting to the superintendent of public instruction as to the observance of 
said section one hereof, in their respective town and city schools, and only 
such schools and educational institutions reporting compliance, as above 
required, shall receive the proportion of school funds or allowance of public 
money to which they would be otherwise entitled. 

Sec. 3. The county supei'intendent shall not after the first day of July, 
1887, issue a certificate to any person who has not passed a satisfactory 
examination in physiology and hygiene with especial reference to the effects- 

Sec. 1. Remark 1. The words regularly taught are construed to mean as other 
branches are taught. 

2. This study must begin in the lowest primary class. In what gradeor class il 
shall be completed, is to be determined by the board. 

3. Primary classes must be instructed orally, as the children are not old enough to 
use or comprehend a book. But this oral instruction must be outlined as a course, and 
adopted by each board. 

4. The portion assigned to each grade or class should be thoroughly mastered 
before more advanced work is entered upon. 

5. Teachers should be careful to give instruction in accordance with the spirit of 
the law. Tutal abstinence should be taught as the only sure way to escape the evils 
arising from the use of alcoholic drinks and tobacco. 

Sec. 2. Remark 1. Boards cannot shift the responsibility by simply providing that 
teachers shall give instruction in this branch. They^must see to it that the work Is 
actually done by the teachers, as the law requires. 

2. In normal institutes, eiHcient and earnest instructors should be employed. 
Charts and other appliances should be amply provided. Physicians and scientists may 
be invited to lecture, and teachers should be exhorted to be sincere, fearless and faith- 
ful, in the discharge of their duty. 

Sec. 3. Remark 1. To teach a special branch, a person may receive a certificate for 
that study only, and is not required also to be examined as herein provided for teachers 
in general. 

2. County superintendents should know that every teacher is complying fully with 
this statute and any teacher failing or refusing to teach as required, should not be 
permitted to continue in the work of teaching. 



of alcoholic drinks, stiixiulaiits aud narcotics upon the human system, and 
it shall be the duty of the county superintendent as provided by section 1771, 
to revoke the certiticato of any teacher required by law to have a cei'tificate 
of qualilication from the county superintendent, if the said teacher shall fail 
or neglect to comply with section one of this act, and said teacher shall be 
disqualified, for teaching in any public school for one year after such revoca- 
tion, and. shall not be permitted to teach without compliance. 

OF THE SUBDrRECTOR. 

Sec. 1753. The subdirector, under such rules and restrictions as the 
board of directors may prescribe, shall negotiate and make in his subdis- 
trict all necessary contracts for providing fuel for schools, employing teach- 
ers, repairing and furnishing school-houses, and for making all other provis- 
ions necessary for the convenience and prosperity of the schools within his 
subdistrict, and he shall have the control aud management of the school- 
house unless otherwise ordered by a vote of the district township meeting. 
All contracts made in conformity with the provisions of this section shall be 

Sec. 1753. Remark 1. The subdirector is clothed with certain general powers by this 
section, but these are to be exercised under the direction of the board. The board may 
restrict him, for example, as to when he shall employ teachers, for how long a time, at 
what compensation, and even whom he shall not employ, the extent of repairs, and 
prices paid for same, and the amount and cost of fuel. 

2. These rules should be carefully prepared, adopted by the board and recorded, 
and each subdirector should be furnished with a copy. They may properly provide 
all restrictions, not in conflict with law, which the board may see fit to adopt for the 
guidance of subdirectors. They may direct that a subdirector may not teach his own 
school; that no contracts shall be made by him which do not expire with the school 
year; and that he may not engage a near relative as teacher unless he has obtained 
the previous consent of a majority of the board, nor employ any teacher to whom a 
majority of the electors or patrons object in writing. 

3. When a teacher or other person is about to enter into a contract with a subdirec- 
tor, he knows that he is dealing with a public agent whose powers are subject to regu- 
lation and restriction by the board; he is bound to know what these rules and restric- 
tions are and should be governed accordingly. 

4. The district township is bound by the contract of a subdirector, when made 
according to instructions by the board. 

5. The president may be compelled by mandamus to give his approval of a contract 
made in accordance with a vote of the board. 

6. The board should fix the wages to be paid in each subdistrict at such a figure as 
will enable each subdirector to secure a teacher qualified to govern and instruct his 
school. 

7. The board may pass a resolution that teachers shall receive their pay monthly, 
upon the certificate of the subdirector, or of a committee of the board, that the 
required time has been taught. 

8. Each subdirector has exclusive control of the school-house in his subdistrict, 
unless the district township meeting lias otherwise ordered. 

9. Special powers delegated to the subdirector by the law, as, for instance, the con- 
trol of the school-house in his own subdistrict, and the right to determine whether 
scholars may attend from or in an adjoining subdistrict, cannot be assumed by the 
board. 

10. The subdirector in district townships, or the board in independent districts, 
should require from parties desiring to use the school-house, security for its proper 
use and protection from other injury than natural wear. 

11. It is proper to permit the use of school-houses for the purpose of public worship 
on Sunday, or for religious services, public lectures on moral or scientific subjects, or 
meetings on questions of public interest, on the evenings of the week, or at any time 
when such use will not interfere with the regular progress of the school. 



approved Ijy Ihc presideut aud reported to the board of directons, and said 
board, iu their corporate capacity, shall be responsible for the perforuuiuce 
of the same on the part of the district township. 

Sec. 1756. He shall have power, with the concurrence of the president 
of the board of directors, to dismiss any pupil from the schools in liis sub- 
district for gross immorality, or for persistent violation of the regulations 
of the schools, aud to re-admit them, if he deems proper so to do; and shall 
visit the schools in his subdistrict at least twice during each term of said 
school. 

OF THE TEACHER. 

Sec. 1757. (As amended by. Chap. 60, Laws of 1888.) All contracts with 
teachers shall be in writing, specifying the length of time the school is to be 
taught, in weeks, the compensation per week, or ])er month of four weeks, 
and such other matters as may Ijc agreed upon ; and slu\ll be signed by the 
subdirector or secretary and teacher, aud be approved by aud tiled with the 
president before the teacher enters upon the discharge of his duties, and a 

12. The use of a public school building for Sabbath-schools, religious meetings, 
debating clubs, temperance meetings, and tlie like, is proper. Especially is this so, 
where abundant provision is made for securing any damages which the tax-payer may 
suffer by reason of its use for the purposes named. 

13. If any person willfully write, make marks, or draw characters on the walls or 
any other part of any churjh, college, academy, school-house, court-house, or other 
public building, or willfully injure, or deface the same, or any wall or fence enclosing 
the same, lie shall bo punished by fine not exceeding one iiundred dollars, or hy 
imprisonment in the county jail not mora than tliirty days. Section ;i986. Code. 

14. If any person or persons unlawfully or willfully disturb or interrupt any school, 
school meeting, teachers' institute, lyceum, literary society, or any other lawful 
assembly of persons being in the peace of the state, such person or persons shall bo 
deemed guilty of a misdemeanor, and on conviction thereof, shall be punished by 
fine not exceeding one hundred dollars, or by imprisonment in the county jail not 
exceeding thirty days. Section 4023, Code. 

Sec. 1756. The notes to section 17;j5 apply with equal force to this section, and should 
be given the same weight as though repeated here in full. 

Sec. 1T57. Remark 1. All contracts made l)y the subdirector must be approved by 
the president and reported to the bo;ird. 

2. The subdirector should require tlic teacher to produce the certificate, which he 
should carefully examine before signing the contract. 

3. All matters agreed upon should be incorporated into the written contract. The 
tendency of our courts is to presume tliat t he written contract embraces the entire 
agreement of the parties. 

4. Witliout special mention in tlie teacher's contract, it is understood that only the 
common branches are expected to be taught. 

5. If a subdirector is employed to teach tlie scliool in his own subdistrict, lie should 
contract with the board, or witli a committee appointed for that purpose by the hoard. 

6". It is the duty of the subdirector to file the teacher's contract at once with the 
president of the board, and secure his approval. The copy to be filed with the secre- 
tary, and a copy to be retained by the teacher if desired, should also be approved at 
the same time. 

7. The approval of the teaclier's contract by the president is a mandatory act, 
which he cannot refuse to perform, unless the contract is drawn at variance with 
instructions from the board, or otherwise violates law. 

8. The board, for what seem to them good reasons, may oi'der a short vacation. 
But they cannot shorten the term included in the contract, without the consent of 
both parties, 

V. It is lawful for a board to give teacliers holidays and not deduct pay, and quite 
usual. The teacher, however, may not claim it as a right. 



— 9 — 

copy of all such contracts shall also be tiled with the secretary of the board 
by the siibdirector, before the teacher enters upon the discharge of his 
duties. 

Sec. 1708. No person shall be employed to teach a common school which 
IS to receive its distributive share of the school fund, unless he shall have a 
certificate of qualification signed by the county superintendent of the county 
in which the school is situated, or by some other officer duly authorized by 

10. If a teacher is at the school-house at the proper time, and remains daring school 
hours, he is entitled to pay therefor, according to his contract, wliether scholars are 
present or not. 

11. The board may authorize the president and secretary to draw orders to pay 
teachers' salaries at the end of each school month, upon proper evidence tluit tlie ser- 
vice has been performed. 

12. When a school is closed for a short time, for causes beyond the control of the 
teacher, \vc tliink the courts will liold that the teacher is entitled to his pay according 
to the terms of his contract. Such cases are best settled by compromise between the 
parties. 

13. If tlie school-house is destroyed, or the school is closed indefinitely by causes 
beyond the control of either pai'ty to the contract, the teacher being ready to comply 
with his part, can collect pay according to contract. If said teacher uses proper 
diligence to secure employment at something which he can do, and secures such 
employment, the district will pay him the difference between the amount received in 
his new work and the amount of his wages under the contract. In other words, his 
actual loss should be made good. 

14. With slight variation, the following form will also answer for independent dis- 
tricts : 

Form of Contract between Subdirector and Teacher. 

Sections 1753, 1757, 1758. 

This contract, between , of county, 

Iowa, and , subdirector of subdistrict No. 

of the district townsliip of .in tlie county of 

and vState of Iowa, witnessetli: 

That the said agrees to teach the public school in said 

subdistrict for the term of weeks, commencing on the 

day of , 189. . . , and well and faithfully to perform the duties 

of teacher in said school, according to law and the rules legally established for the 
government thereof, including the exercise of due diligence in the preservation of 
school buildings, grounds, furniture, apparatus, and other school property. 

In consideration of said services, the said , as subdirector 

aforesaid, in behalf of said district township, agrees to pay the said , 

the sum of dollars per school month, at the end of 

and to perform all the duties required by law as such subdirector. 

Witness our hands this day of , 180... 



Teacher. 



Subdirector. 
The within contract is hereby approved this day of , 189.. 



President. 

Sec. 1758. Remark 1. The only legal certificates, besides tliose given by county super- 
intendents, are the perpetual state certificates, issued by the educational board of 
examiners, prior to September, 1873, when said board was abolished; and state certifi- 
cates and diplomas given as provided by chapter 1G7, laws of ISSfi, amended by cliapter 
22, laws of 18!X). 

2. The law requires every holder of a life diploma or state certificate to have the 
same registered in the office of the county superintendent, before comnii.'ncing to teacii 



—10— 

law; aud any teacher who commences teaching without such certiticate shall 
forfeit all claim to compensation for the time during which he teaches with- 
out such certificate. 

Sec. 1759. The teacher shall keep a correct daily register of the school, 
which shall exhibit the number or other designation thereof, township and 
county in which the school is kept; the day of the week, the month and the 
year; the name; age, and attendance of each pupil, and the branches taught. 
When scholars reside in different districts a register shall be kept for each 
district. 

Sec. 1760. The teacher shall, immediately after the close of his school^ 
tile in the office of the secretary of the board of directors, a certified copy 
of the register aforesaid. ^ 

Sec. 1761. A school month shall consist of four weeks of live school day& 
each. 

in such county. No fee is required. The superintendent should insist on seeing the 
document itself and should make his record from such inspection. 

3. The teacher must have a certificate during the whole term of school. He is not 
authorized to teach a single day beyond the period named in his certificate. 

4. In case a person is employed or continued as a teacher in violation of law with, 
out a certificate, a resident of the district may sue out a writ of injunction restraining 
the person from teaching and the district from paying. 

5. In case of fhe temporary absence of the teacher, from sickness or other cause, the 
place should be supplied with some one duly authorized to teach, selected by the sub- 
director. The supply should be paid by the teacher whose place Is filled. 

6. If a teacher gives religious instruction or teaches in the interest of any church or 
denomination, the board may be prevented from continuing or sanctioning such in- 
struction, by injunction from the courts; and having ordered or countenanced this 
instruction, they may be prevented in the same manner, from paying such teacher 
from the public school funds. 

Sec. 1759. Eemark 1. The teacher may be held responsible for the efficient discharge 
of every duty properly attached to his office, including the exercise of due diligence in 
the oversight and preservation of scliool buildings, grounds, furniture, apparatus, and 
other school property, as well as the more prominent work of instruction and govern- 
ment. 

2. Parties doing damage to school property are responsible for the same. The 
teacher is bound to exercise reasonable care tov protect and preserve school property, 
and failing to do so may be held liable for damages. 

3. Making fires and sweeping the school-room are not, properly, a part of the teach- 
er's duties. In rural districts teachers frequently perform this labor as a matter of 
convenience and economy. Those unwilling to do this work, or who expect to receive 
pay for it, should so stipulate with the subdirector when entering into the contract to 
teach. 

Sec. 1760. The board may authorize the president and the secretary to draw war- 
rants for the payment of teachers' salaries at the end of each school month, upon 
proper evidence that the service has been performed, but the order for wages for the 
last month should not be drawn until the report required by this section is filed in the 
office of the secretary. Without this register he cannot prepare his annual report as 
the law directs it to be made. The secretary should carefully examine the register to 
see whether the record is complete in all respects. 

Sec 17C1. Remark 1. There are no holidays during which teachers are exempted 
by the law from teaching, unless excused by the board. A legal contract requires 
twenty days of actual service for a month. 

2. In this state, by common consent and universal custom. New Year's, Memorial 
Day, Fourth of July, Christmas, and any day recommended by the governor or the 
president as a day lA tlianksgiving, are observed as general holidays. 

3. There is no provision of law giving teachers time to visit other schools. Boards 
often grant teachers this privilege, tinder proper restrictions. 



—11- 

Sec. 1763. The electors of any school district at any legally called school 
meeting, may, by a vote of a majority of the electors present, direct the 
German or other language to be taught as a branch in one or more of the 
schools of said district, to the scholars attending the same whose pai'ents or 
guardians may so desii^e; and thereuijou such board of directors shall pro- 
vide that the same be done; provided that all other branches taught in said 
school or schools shall be taught in the English language; provided further 
that the person employed in teaching the said branches shall satisfy the 
county superintendent of his ability and qualifications, and receive from 
him a certificate to that effect. 

Sec. 1764. The Bible shall not be excluded from any school or institu- 
tion in this state, nor shall any pupil be required to x'ead it contrary to the 
wishes of his parent or guardian. 

Sec. 1766. (As amended by Chap. 143, Laws of 1878.) On the last Satur- 
day in each month, the county superintendent shallmeet all persons desirous 
of passing an examination, and for the transaction of other business within 
his jurisdiction, in some suitable room provided for that purpose by the 
board of supervisors at the county seat, at which time he shall examine all 
such applicants for examination as to their competency and ability to teach 
orthography, reading, writing, arithmetic, geography, English grammar, 

4. Custom fixes the maximum length of the school day at six liours. The board 
may shorten this time somewhat, if thought best. 

5. By consent of the board, an occasional Saturc^ay may be taught. But as five 
days are a school weelv, the practice is not to be commended. 

Sec. ITKJ. Remark 1. The electors may not limit or restrict the board to the 
adoption of a course of study including only such branches as the electors may name. 
Nor may the electors direct that a particular branch, or certain studies, shall not l^e 
taught. It is the province of the board to decide what branches besides those in a 
teacher's examination and those named by the electors, sh.all be included in the course 
of study and taught in the schools of their district. 

2. A teacher who instructs in any of the languages referred to, in addition to other 
work as teacher, must have the certiiicat-e required by this section, additional to the 
one demanded by the first part of section 1766, but a teacher who teaches only one or 
more of the languages referred to above, or any other special branch, may be required 
to have a certificate for such branch, as provided by the last part of section 1766, and 
need not have the other certificate, unless desired. 

Sec. 1764. Remark 1. Our common schools are maintained at public expense, an(' 
the law contemplates that they shall be equally free to persons of every faith. A 
very suitable devotional exercise consists in the teacher reading a portion of Scripture 
without comment, and the repetition of the Lord's Prayer. 

2. Neither the board nor the electors may direct the teacher to follow a given 
course in respect to the reading of the Bible In school. Each teacher will be guided 
by his own good judgment, and the wishes of his patrons may properly have weight 
in aiding him to determine his action. 

3. While moral instruction should be given in every school, neither this section nor 
the spirit of our constitution and laws, will permit a teacher or board to enforce a 
regulation in regard to religious exercises, which will wound the conscience of any, 
and no scholar can be required to conform to any particular mode of worship. 

4. The law intends that the public schools of the stale shall be absolutely free from 
any sectarian or denominational bias. The teaching of any peculiar religious doctrine 
or creed, or the use of any book prepared for the purpose of incalculating such doctrine 
or creed, is strictly forbidden by the spirit of our law, and cannot be justified or allowed 
in any case. 

Sec. 1766. Remark 1. This is a most important and diificult labor. Written examina 
tions afford a good test of scholarship, and furnish tlie basis of a permanent record. 
The examination should be tliorough, to determine the attainments of the applicant. 
in the branches he is expected to teach. 



—12— 

physiology, aud history of the United States ;audiQ making such exanaiuation, 
lie may, at his option, call to his aid one or more assistants. Teachers ex- 
clusively teaching music, drawit^g, penmanship, book-keeping, German or 
other language, shall uot be required to be examined except in reference to 
such special branch, and in such cases it shall not be lawful to employ them 
to teach any branch except such as they shall be examined upon, aud which 
shall be stated in the certificate. 

Sec. 1767. If the examination is satisfactory, aud the superintendent is 
satisfied that the respective applicants possess a good moral character, and 
the essential qualifications for governing aud instructing children and youth, 
he shall give them a certificate to that eti'ect, for a term not exceeding one 
year. 

Sec. 1768. Any school officer or other person shall be permitted to be 
present at the examination; and the superintendent shall make a record of 

2. Applications mude at other times should be rejected, unless good reasons are 
given for not attending the regular examinations. Tlio interests of the scliools do not 
■require frequent or individual examinations, and the time of tlie superintendent can 
be more profitably employed in the performance of other duties. 

3. We think the ability to teacn the different branches may be best determined l)y 
actual observation of the teacher's work in his school. A searching and slvillfuUy con- 
iucted oral examination in methods will test the applicant's ability to instruct. 

4. If it is desired that branches additional to those included in the general certifi- 
cate shall be taught, such fact should bo mcitioned as a part of the contract, and the 
teacher is required to have the certificate for such additional brancli or brandies, before 
beginning to teach. 

5. It is the intention of the law that the study of physiolosy and hygiene with 
■special reference to the effects of alcoholic drinks, stimulants and narcotics, shall have 
equal rank and be considered of the same importance as other brandies of study. 

Sec. 1767. Remark 1. County superintendents should remember that they are to 
'uquire, not only into the literary qualifications of the applicant, but they must also 
certify that they are satisfied that the applicant possesses a good moral character, and 
'.the essential qualifications for governing and instructing children and youth. 

2. Scholarship, good moral character, ability to govern, aptness to teach, our law 
requires all these qualifications in those to whom are intrusted the highest interests of 
the state, the education of its youth. 

3. Applicants may be required to present such evidences of good moral character as 
the county superintendent shall demand. The superintendent should be fully satisfied 
in every particular mentioned in the law, before issuing the certificate. 

4. The county superintendent is sole judge of the manner and extent of the examina- 
tion he will require of applicants for certificates to teach in his county. 

5. The renewal or indorsement of certificates is not provided for by law. 

6. By section 1700, the county superintendent is made responsil:)le to the institute 
■fund for one dollar from every applicant examined. 

7. After ascertaining the general attainments of teachers, inspection of their 
school work should determine largely the grade of certificate. 

S. The law fixes only the maximum time for which a certificate may be given. The 
■minimum is left to the discretion of the county superintendent, but it is desirable in 
the case of advanced teachers, to make the time as near one year a? possible. 

9. For many years, county superintendents have been limited as to the minimum 
age of those receiving certificates. The restriction has given almost universal satis- 
faction. It is believed that in general, boys under nineteen, and girls under seventeen 
years of age, may not be expected to possess that maturity of mind and strength of 
character needed to manage a school successfully, and to determine wisely the many 
■important questions daily demanding an answer from the teacher. 

Sec. 170S. Rcmarlx 1. Tlie record required by this section should l)e carefully 
made, as the items form a part of the county superintendent's annual report to the 
superintendent of public instruction. 

2 The examination manuscripts of applicants are for the information of tha 



the uame, residence, age, aud date of exaniiuatiou of all persons so- 
examined, distinguishing between those to whom he issued certitieates aud 
those rejected. 

Sec. 1769. (As amended by Chap. 57, Laws of 1874, aud Chap. 54, Laws 
of 1878.) The county superintendent shall hold, annually, a normal insti- 
tute for the instruction of teachers and those who may desire to teach, aud 
with the concurrence of the superintendent of public instruction, pro(7ure 
such assistance as may be necessary to conduct the same, at such time as 
the schools in the county are generally closed. To defray the expenses of 
said institute, he shall require the payment of a registration fee of one dol- 
lar from each person attending the normal institute, and shall also require 
the payment, in all cases, of one dollar from every applicant for a certificate. 
He shall, monthly, and at the close of each institute, transmit to the county 
treasurer, all moneys so received, including the state appropriation for 
institutes, to be designated the institute fund; together with a report of the 
name of each person so contributing, and the amount. The board of super- 
visors nuiiy appropriate such additional sum as may by them be deemed 
necessary for the further support of such institute. All disbursements of 
the institute fund shall be upon the order of the county superintendent; and 

county superintendent, and do not become a part of the public records of the office. 
Candidates may not demand tlie privilege of inspecting their markings, as a right. 

3. A certificate may not be issued upon an examination taken in another county. 
In addition to furnishing any credentials or other written evidences which the 
examiner may require, the applicant must appear in person. 

Sec. 1769. Remark 1. The normal institute must be held at a time wlien the public 
schools are generally closed. 

2. County superintendents will determine the time and place, and suggest names of 
conductor and instructors for approval, making application to the superintendent of 
public instruction at least thirty days l)efore the institute is to commence. This 
application and the appointment are necessary to secure the state appropriation. 

3. The length of time during which the normal institute sliall remain in session is 
left to the discretion of the county superintendent. This will depend largely upon the 
amount of the institute fund. It cannot remain in session less than one week of six 
days. 

4. Young and inexperienced teachers will not expect to receive certificates, unless 
of the lowest grade, without regularly attending the normal institute. By means of 
the large fund and the length of time this institute may remain in session, it can, if the 
proper means are employed, be rendered invalual^le to teachers. The benefits which 
they will receive should secure their voluntary and general attendance. 

5. A conductor of successful experience in institute work, able to give plain, prac- 
tical instruction in methods of school organization, government and teaching, should 
be secured early. The other instructors should be superior teachers of recent exper- 
ience, and, where practicable, one or more lady teacliers should bo employed. 

6. Poor conductors and instructors have sometimes been engaged, and the teacher.' 
of some counties have reason to complain. County superintendents should have suffi- 
cient evidence of the abilities of their instructors, before employing them. In all cuse.' 
where strangers are employed, references should be reciuired, and inciuiries made at 
the state department will frequently secure the proper knowledge. 

;■. The superintendent should be director, assuming the general oversight and 
direction of the institute, but should not act as conductor. He is entitled to his jie? 
diem for any service in connection with the institute, as for other official duties, but 
receives no part of the institute fund. 

8. These normal institutes are sliort training schools, their object is to reach and 
correct the greatest defects found in the schools. The superintendent in visiting 
schools should seek to discover the most prominent defects and wants in the methods 
of instruction. The normal institute will atford eft'ective means of reaching and cor- 
recting these faults. The great object is to instruct teachers how to teach children. 



—li- 
no order shall be drawn except for bills presented to the county superin- 
tendent, and approved by him, for services rendered or expenses incurred 
in connection with the normal institute. 

Sec. 1770. If, for any cause, the county superintendent is unable to at- 
tend to his official duties, he shall appoint a deputy to perform them in his 
stead, except visiting schools and trying appeals. 

Sec. 1771. The superintendent may revoke the certificate of any teacher 
in the county which was given by the superintendent thereof, for any reason 
which would have justified the withholding thereof when the same was 
given, after an investigation of the facts in the case, of which investigation 
the teacher shall have personal notice, and he shall be permitted to be 
present and make his defense. 

Sec. 1771. Remark 1. The notice should coatain au explicit statement of the charges 
against which the teacher is expected to make his defense. 

2. Any person aggrieved by an action of the county superintendent in refusing to 
grant a certificate or in revolving the same, may apply to him for a rehearing, the pro- 
ceedings to correspond as nearly as possible to the proceedings in the case of an appeal 
from a board of directors. If any party is aggrieved by the result of this investigation, 
an appeal may be taken therefrom to the superintendent of public instruction. 

3. Though an appeal will lie in Such cases, the discretion of a county superinten- 
dent in refusing or revoking a teacher's certificate will not be interfered with by the 
superintendent of public instruction, unless it is clearly shown that in such act the 
county superintendent violated law or abused discretion. 



—15— 



OUTLINE OF THE COURSE OF STUDY 



Primary Division . . . 
TWO YEARS. 



First Section 

Eight Months. 



Second Section.. . . 
Eight Months. 



Cntermediate Division. 
FOUR YEARS. 



Third Section 

Eight Months. 



Fourth Seciion . . . 
Eight Months. 



Fifth Sectioji 

Eight Months. 



Sixth Section 

Eight Months. 



Advanced Division. 
TWO YEARS. 



Seventh Section. . . 
Eight Months. 



Eighth Sectio7i 

Eight Months. 



Reading. 

Spelling. 

Writing. 

Numbers. 

Language. 

Drawing. 

Reading. 

Spelling. 

Writing. 

Numbers. 

Language. 

Drawing. 

Reading. 

Spelling. 

Writing. 

Numbers. 

Language. 

Drawing. 

Geography. 

Reading. 

Spelling. 

Writing. 

Arithmetic. 

Language. 

Drawing. 

Geography, 
f Reading. 

Spelling. 

Writing. 

Arithmetic. 

Language. 

Drawing. 

Geography. 

Reading. 

Spelling. 

Writing. 

Arithmetic. 

Language. 

Drawing. 

Geography. 

History. 
' Reading. 

Spelling. 

Writing. 

Arithmetic. 

Grammar. 

Drawing. 

Geography. 

History. 

Reading. 

Spelling. 

Writing. 

Arithmetic. 

Grammar. 

Drawing. 

Geography. 

History. 

Physiology. 



P5 



P5 



»5 



Ci 



—16- 



INTRODUCTION. 



In preparing this course of study, tlie aim throughout has been: First: 
To provide a plain, practical, and progressive outline, which if follovi^ed 
carefully will give the pupils a thorough common school education and 
secure a symmetrical development of their intellectual powers. Second: To 
unify the work of teachers and superintendents throughout the state. The 
many excellent courses of study used in ditierent counties have been con- 
sulted and, as tar as possible, used in the preparation of this course. 
Third: To introduce the common school branches only. Fourth: To sim- 
plify classification and regulate gradation and promotion, thereby making 
the work of the teacher lighter, but more systematic and effective. Fifth: 
To divide the entire course into definite portions, so that a record of the 
progress and standing of each pupil may be preserved, and the confusion 
and loss of time usually resulting from frequent change of teachers avoided, 

GENKRAL PLAN. 

By referring to the outline found on the initial page of this course, it 
will be seen that the entire work is arranged in eight sections, each repre- 
senting one year, or eight months. 

The primary division includes two sections; the intermediate, four; and 
the advanced, two. 

An arrangement by readers is also provided. Teachers will notice on the 
outline what sections are assigned to each reader. 

The entire plan is plainly indicated on the outline, which should be care- 
fully inspected and closely followed. 

FKOGKAM. 

In large schools there will probably be tive reading classes, each pursuing 
the work pf the section or sections allotted to it. 

The following list includes all the recitations which may be held. It is 
the maximum of what should be put on the program. In a majority of 
schools, the cla.sses will be fewer and the time devoted to each recitation 
longer. 

Reading. First and second readers, three recitations each, daily. Third 
reader two I'ecitations daily. Fourth and tifth readers, one recitation each, 
daily. 

Spelling. Two classes, one recitation each, daily. In the lower classes, 
let the spelling be in connection with reading lessons. Require the spelling 
lessons to be studied in every ease. 

Writing. One general exercise daily. Give something simple to be 
copied. 

Arithmetic. Three classes, one recitation each, daily. Instruction may 
be given to lower classes in the time devoted to general lessons. 



—17— 

Language. Two classes, one recitation each, daily. Instruction to 
lower classes in general lesson or in connection with reading lesson. 

Geography. Two classes, one recitation each, daily, or every other day, 
alternating with histor3^ 

History. Two classes, one recitation each, daily, or every alternate day. 

Civil Government. One class, daily recitation in connection with his- 
tory, or alternating with history. 

Physiology. One class, daily recitation. 

See sample program number 1, in this course. 

In smaller schools with fewer classes, a program similar to sample pro- 
gram number 3 may be used. 

EXAMINATIONS. 

When pupils have finished the work of any section, they should have a 
written review, or examination on the work of that section, and especially 
at the end of those sections in which readers are finished, namely, 1st, 2d, 
1th, 6th, and 8th sections. Notice where the tests for promotion occur. 

As pupils complete the course, they should have a thorough final exami- 
nation on the branches studied. This examination should be under the 
supervision, or direction of the county superintendent, and those who pass 
it successfully should receive from him a common school diploma. 

Besides these general examinations, teachers should have written exami- 
aations monthly, and frequent oral reviews. 

RECORDS. 

Teachers should keep a record of the advancement of their classes in the 
work of the course. In this way officers and patrons of the school can 
easily determine the progress of pupils, and reports may be made to par- 
ents or guardians. A statement should be left for the succeeding teacher, 
showing what sections have been finished and how much work, by months 
or terms, has been done in sections not completed. This statement, together 
with a program of daily recitations, should be left with the subdirector or 
secretary of the district. 



-18- 



COUKSE OF STUDY. 



PRIMARY DIVISION. 

FIRST SECTION. 

First Year's Work. 

Being approximately the amount of work that may be thoroughly com- 
pleted in one school year of eight months, each subdivision occupying 
about one month. 

Text-books. First i^eader, or primer. 

Utensils. Slate, pencil sponge, and ruler. 

Branches taught. 

Reading. First reader or primer, with supplementary work. 
Sj^elling. From reader and prepared lists. 
Writing. In connection with reading and spelling. 
Numbers. Combinations to 10. Writing numbers to 100. 
Language. See directions in subdivisions. 
Drawing and Form. See directions in subdivisions. 

Subdivision 1 — First Month. 

Reading. Primer or first reader not more than five pages. Chart or 
blackboard work. If there are no charts in the school, the teacher should 
place on the blackboard or on large sheets of paper, both the printed and 
written forms of all woi'ds in reading lessons. Teach pupils to recognize 
and pronounce words at sight. Present first the object or idea, then the 
epoken word or words, then teach the i^'inted word or words and how to 
represent tlicm by script letters. 

Spelling. Words from reading lessons, by sound and name of letter. To 
teach phonetic spelling, speak the word slowly and more slowly, prolonging 
the sounds and gradually separating it into its elements. Train the pupil to 
do this and to repeat the last sound in a word, thus, at-t-t-t, lip-p-p-p. 
Require pupils to recognize and to speak the word when the teacher 
gives the sounds, and to give the sounds when the word is pronounced. 
When the pupil has learned that a certain letter represents a certain 
sound, tell him the name of the letter, taking care to give names of only 
such lettei's as may be found in words already learned. 

Numbers. Counting by objects, pebbles, sticks, corn, etc., to 10. Teacli 
each number as a collection of units. Example, ooooo, a grouji, equals 
five spoken, or five written. 



—19— 

Each number should be considered: as a whole; as to the relations within 
it; and in its application as a concrete or denominate number. 

Arabic notation to 10. Roman notation to V. 

Writing. With long jiencils on slate or paper. If slates are used, they 
should be ruled permanently on one side with lines to indicate the height of 
letters. At lirst, pupils should not write from printed text, but from script 
-copy, using words containing letters easily made, as i, u, m, n, e. If copies 
are placed on the blackboard, the lines for measuring the height of letters 
should be one and one-half inches apai't. Give practice in making slanting 
straight lines, or first principle. 

General Lessons. Two lessons each week, very brief and simple, on 
•objects or animals, in which such items as form, color, size, speed, strength, 
food, covering, habits, uses, etc., are pointed out. Subjects suggested: cow, 
•dog, cat, horse, stove, hat, ear of corn, book. Teach pupils to distinguish the 
•colors i-ed and blue. 

^ For desk work, place on the blackboard rows of dots, crosses, and small 
angles, for copying. Paper cutting, folding, and intertwining, stick-laying, 
and -slat interlacing are also recommended for pleasant seat work. 

Three brief lessons each week on physiology and hygiene. See full sug- 
gestions at end of this section. 

Subdivision 2. 

Beading. Primer or first reader about five additional pages. Combine 
the words learned into short sentences and train the pupils to read with cor- 
rect expression, as though talking. The pupil should be able to' grasp the 
whole short sentence at a glance, and'to speak it as in ordinary conversation. 

Spelling. By sound and name of letter, words from reading lessons. By 
sound only, lists of words similar in sound. 

Numbers. Counting to 20. Aral)ic notation to 20. Roman notation to X. 
Elementary operations, combinations and separations, to 4. 

Writing. Words from reading lessons, and other easy words in script. 
The teacher should place the words on the blackboard to be copied. Teach 
correct manner of holding pencil. Give practice in making first and second 
principles. 

General Lessons. Oral, conversational. Select eight topics for use during 
the month. Give parts, uses, etc. 

Color, yellow. Copying dots, crosses, straight lines, and angles. 

Subdivision 3. 

Heading. Primer or first reader about five pages. Continue methods 
already suggested. Review frequently all lessons gone over. Teach com- 
binations like the book, a man, etc., as single expressions. 

Spelling. Words from I'eading lessons. Lists of monosyllables similar in 
sound. 

Numbers. Counting to 30. Arabic notation to 30. Roman notation to XV. 
Elementary operations to 6. See suggestions at end of this section. 

Writing. Words from reading lessons. Practice making first and second 
principles, and letters in which ihej are used. 



—20— 

General Lessons. Oral lessons npon such subjects as a tree, clock, bell, 
flag, robin, squirrel, and turtle. 

Tell the pupils good stories, in which real human actions are described, and 
require them to repeat these stories, first in answer to questions, and later iu 
their own way. Correct common errors in speech. Color, green. Draw 
ing as in previous subdivision. 

Subdivision 4. 

Reading. Not r/iore than five pages in reader. 

Spelling. Words from reading lessons. Phonic drill as before. The drillf 
in phonics should be very brief, lasting not more than two minutes 

Numbers. Counting to 40. Roman notation to XX. Elemental y opera- 
tions to 6. Adding in Arabic numbers by tens, as — 



1 


O 

1^ 


3 


4 


5 


C 


7 


8 


9 


10 


11 


12 


13 


14 


15 


10 


17 


18 


19 


20 


31 


23 


23 


24 


25 


26 


27 


28 


29 


30 


31 


33 


33 


34 


35 


3G 


37 


38 


39 


40 



Writing. Pupils may begin copying into script from the printed text. Place 
all the small script letters on the blackboard in regular order and keep them 
there for reference. Practice making the first, second, and third principles, 
and letters in which they are used. 

General Lesso7is. Oral lessons, four topics. Parts of the human body 
pointed out and their uses described. Teach the directions noj-th and south, 
by the position of the sun at noon. 

Call attention to direction of objects near the school-house. Pupils may 
select objects representing the four colors already learned. Place on the 
blackboard for seat Avork, parallel lines in groups, both vertical and hori- 
zontal. 

Subdivision 5. 

Reading. Five or more pages in reader. 

Spelling. Words in reading lessons. Lists of short names of common 
objects. Lists of words similar in sound. Silent letters designated by 
drawing a slanting line through the letter. Teach meaning of words by use 
in sentences. 

Numbers. Counting to 50. Arabic notation to 50, by tens and irregu- 
larly. Roman notation to XXV. Elementai-y operations to 8. 

Writing. Words from reading lessons in script, to be copied from black- 
board. Pi'actice in making the first, second, and third principles, and 
words containing them. 

General Lessons. Let the pupils begin to write, copying from the black- 
board if necessary, short sentences mentioning places Avhere they^ can go, 
things they can eat, things they can see, things they can wear. Give as 
many as five sentences about each. Teach use of capital at beginning of 
sentence and period at close. 

Short sentences giving objects representing each of the four colors, red, 
blue, green, and yellow. Teach directions east and xvcst. Drawing as 
before. 



—21— 
Subdivision 6. 

Reading. Five or more pages in reader. Require pupils to become so 
familiar with the words of each sentence that they can recognize and speak 
the sentence as a whole, and need not stop to examine the separate v*'ords. 

Spelling. By sound and name of letter as before. Lists of short familiar 
words and words analogous in sound. These lists should be written on the 
blackboard by the teacher, to be studied and copied by the pupils, and after- 
wards spelled orally from dictation. Use words in sentences. 

Numbers. Count to 60. Arabic notation to GO. Roman notation to XXX. 
Elementary operations to 9. Adding columns of 2's, beginning with 1 and 
2, to 13. 

Writing. Copy reading lessons in script. Practice making first three 
principles, and words in which they are used. 

General Lessons. Select four topics for oral lessons. At the close of each 
oral lesson, let short sentences be written on the board to be copied by the 
pupils. Let the pupils also name and write in short sentences six articles 
made of glass, six kinds of fruit, six things made of iron, six articles of 
table furniture. Teach directions northeast and northwest. Teach orange 
color. Place on the blackboard parallel straight lines, horizontal, vertical^ 
and slanting, also curved lines. 

Subdivisiofi 7. 

Beading. Five or more pages. 

Spelling. See previous subdivisions. In addition to oral spelling, let 
short words be written from dictation. 

Numbers. Counting to 80. Arabic notation to 80. Roman notation to 
XL. Elementary operations to 10. Adding columns of 2's and 3's separ- 
ately and combined, to 16. 

Writing. Practice making fourth principle, and words containing first 
four principles. 

General Lessons. Select four topics for oral lessons. Let the pupils men- 
tion and write in sentences six things they can taste, six that they can hear, 
six actions that they can do, six things that are heavy, six that are light. 
Teach directions southeast and southwest. Purple color. Drawing as before. 

Subdivision S. 

Reading. First reader five or more pages. 

Spelling. As in previous subdivision. 

Numbers. Count to 100. Arabic notation to 100. Roman notation to L. 
Elementary ojjeratious to 10. Adding columns to include 2's, 3's, 4's and 5's 
to 20. 

Writing. From reading lessons and from sentences placed on blackboard. 
Teach spaces below by use of two lines below. Give practice in making 
letters that extend below base line. 

Oeiieral Lesso?is. Select eight topics as before. Teach pupils to form 
plurals. Colors, gray and brown. Straight, crooked, curved, and spiral 
lines placed on the blackboard, and attention called to their appearance and 
difference in direction. Exercises in direction of places in immediate 
vicinity. 



—22— 

Suggestions and Explanations. 

Teachers will observe that the methods suggested in certain subdivisions 
are applicable as well to succeeding subdivisions, and may be profitably 
continued to the end of the section. 

Reading. Five jpages have been indicated as the approximate number 
to be gone over in each subdivision. It will be noticed, however, that this 
limit is approximate only, and has been given for the purpose of preventing 
teachers from assigning lessons that are too long. Give great attention to 
this branch. 

Writing. Pupils need not learn the names of the principles. Drill in 
making them is all that is necessary. Much of primary work, indeed-, 
should consist of exercises to develop and train the perceptive faculties, 
and of drill in doing. Do not attempt to burden the memory with names 
and definitions. 

Numbers. Pupils should be taught, as the work requix'es, to recognize 
promptly groups of two, three, or four objects, but should not attempt to 
recognize, as a Avhole, more than five objects. 

Teach adding in columns as follows, using at iii'st not more than three 
figures: 

11=2 11=3 111=3 

111=3 11=3 111=3 

1=1 1=1 1=1 



Examples of combinations and separations, at first with objects, after- 
wards with figures: 



ADDITION. 

5+2=7 
1+2=8 
3+2=5, etc. 

DIVISION— ;/?rs^ form. 
10 -=-2=5 

2=2, etc. 



SUBTK ACTION. 
5—2=3 

2—1=1 
3—2=1, etc. 



JIULTIPLICATION. 
5X2=10 
1X2= 3 

3x2= (j, etc. 



Form for drill in elementary operations, 
sum, difference, and product of each pair. 
Example; Fii'st pair, 5 with 2, sum 7, 
difierence, 3, product, 10. 



DIVISION — second form. division — third form. 

i of 10=5 
iof 2=1 
i of 6=3, etc. 

Pupils are to give promptly the 



V=5 

2=1 

1=3. etc. 



Teach meaning and use of the signs +, — , X, -^, and = as they occur. 



Physiology and Hygiene. In teaching the nature and effects of narcotics 
and alcoholic drinks, teachers tnust give at least three lessons each week, in 
orddr to comply with the law. The lessons should be oral. The teacher 
should have in her possession for reference at least one recent primary work 
on this subject. Call the attention of pupils to the different parts of the 
body, as head, neck, trunk, arms, hands, legs, feet; parts of the head, as 
crown, face, forehead, cheeks, chin, mouth, nose, eyes, ears, etc. Call 
attention to some of the more noticeable effects of narcotics and alcoholic 
drinks, as drunkenness, Avaste, idleness, filthiness, etc. 

SECOND SECTION. 

Second Year's Work. 

Text-books. Second reader. 

Utensils. Slate, pencil, sponge, and ruler. 

Branches taught. 

Reading. Second reader. 

Spelling. From reader and other sources. 

Writing. In connection with reading, spelling, and language. 

Numbers. Elementary operations to 20; simple addition and subtractioD. 

Language. See directions in subdivisions. 

Physiology and Hygiene. Three oral lessons each week. 

Subdivision 1. 

Reading. Ten or more pages in second reader. 

Spelling. From reader and blackboard. 

Writing. Copying and composing in script. Practice in making letters 
containing the first four principles. 

Numbers. Adding columns of figures to include 6's. Elementary opera- 
tions to 12. 

General Lessons. Pupils to name and write in sentences, five things that 
they can see, five that they can feel, five that they can hear, five that they 
can smell. Select eight topics for oral lessons. Call attention to the shapes 
of angles,. as acute, right, and obtuse; to be studied if jsracticable from the 
solids in which they are found. Colors, black and white. 

Subdivision 2. 

Beading. Ten or more pages in second reader. 

Spelling. From reader and blackboard. 

Writing. Copy from reading lessons and from blackboard. Practice 
making small letters. 

Numbers. Adding 2's by tens, thus, 3 and 2 are 5, 13 and 2 are 15, 23 and 
3 are 25, etc. Adding columns of five or six figures, to include 7's. Arabic 
notation to 300. In Roman notation show that repeating a letter repeats its 
value. Elementary operations to 12. 



—24— 

General Lessons. Let the pupils select some of the objects already studied 

and wx'ite sentences describing their parts, color, etc. Teach names of six 

qualities that are discovered by sight, as clear, bright, pretty, clean, straight, 

opaque; use them in sentences. Teach six or more words denoting po.si- 

tion, as in, on, above, between, beside, beyond; use them in sentences. 

Review colors already learned. Triangles equal-sided, having two equal 

sides. 

Subdivision 3. 

Beading. Second reader, ten or more pages. 

Spelling. Lists as before. Long and short sounds of a distinguished and 
marked. 

Writing. Practice in making the capitals, O, E, D. Teach height of capi- 
tals by four horizontal lines. 

Numbers. Adding 3's and 4's by tens; columns of figures to include 8's. 
Begin subtraction by tens, as 5 — 2=3, 15 — 3=13, 25 — 2=23, etc. Arabic 
notation to 500. In Roman notation show that a letter of a lower value 
placed after one of a higher value indicates the sum of their values. Ele- 
mentary operations to 14. 

General Lessons. Teach six or more qualities discovered by touch, as dry, 
smooth, cold, soft, heavy, thin; six discovered by hearing, as loud, low, 
noisy, sweet, harsh; write sentences, each containing three of these terms. 
Teach use of comma in a series. Place triangles on the board for inspec- 
tion, right-angled, acute-angled, and obtuse-angled. Place easy drawings on 
the blackboard to be copied by the pupils. 

Subdivision 4. 

Beading. Second reader, ten to fifteen pages. 

Spelling. Lists as befoi'e. Sounds of e in mete and met. 

iVriting. Practice in making Cand H. 

Numbers. Adding 5's and 6's by tens. Adding columns of figures to 
include 8's. Subtraction, 3's and 4's by tens. Arabic notation to 600. In 
Roman notation, show that placing a letter of a lower value before one of a 
higher value indicates their diffei'ence. Elementary- operations to 14. 

General Lessons. Select five or more topics and give one property belong- 
ing to each. Four sided figures placed on blackboard. Easy drawings 

copied. 

Subdivision 5. 

Reading. Ten to fifteen pages. 

Spelling. As before; mark sounds of i in pine and pin. 

Writing. Practice making X, W, Y. 

Numbers. Adding 7's and 8's by tens. Adding columns of figures to 
include 9's. Subtraction by tens, 5's and 6's. Roman notation to LXXV. 
Practice in writing numbers containing three digits. Teach pupils how to 
make change below 50 cents, using the necessary coins. Teach them to 
recognize an inch in length, a foot, a yard. Elementary operations to 16. 

General Lessons. Call attention to qualities discovered by tasting and 
smelling. For example, substances may be sweet, bitter, sour, pungent, 
etc. Give special lessons in narcotics. Select topics for oral and written 
exercises. Place easy drawings and four sided figures on the board to be 
copied. 



Subdivision 6. 

Reading. Second reader, teu to tifteen pages. 

Spelling. From reading lessons and prepared lists; marks for sounds of o 
in note and not. 

Writing. Practice making U, I, Y. 

Numbers. Adding 9's and lO's by tens. Drill in adding columns. Sub- 
traction, 7's and 8's by lO's. Roman notation to C. Arabic notation to 
1,09!). Elementary operations to 16. Mental exercises. Practical examples. 
Table of U. S. money. Things in a dozen, inches in a foot, feet in a j'ard, 
the fractional parts growing out of these. 

General Lessons. Eight or more lessons describing objects. Call atten- 
tion to qualities, as brittle, heavy, tough, etc. Conversational lessons about 
stories in reader, stories reproduced in writing by pupils. Easy drawings, 

four sided figures. 

Subdivision 7. 

Reading. Second reader, ten or more pages. 

Spelling. Lists as before Mark sounds of u in tune and tun. 

Writing. Practice makiLj, I, J, Z. • 

Numbers. Adding colu.nns rapidly, sums only to be given. Examples to 
illustrate the process of carrying. Subtraction, 9's and lO's by lO's. Drill 
in Roman and Arabic notation as far as learned. Elementary operations to 
18. Practical examples using operations already learned. Number of pints 
in a quart, and quarts in a gallon. Fractional parts growing out of these. 

General Lessons. Eight or more lessons on uses of objects or substances. 
Example: Leather is used for shoes because it is tough. List; wood, iron, 
chalk, etc. 

Drawings and simple figures studied from blackboard. 

Subdivision 8. 

Reading. Ten or more ])ages with reviews. 

Spelling. Lists and reviews. Dictation exercises. Review diacritical 
marks for long and short sounds of vowels. 

Writing. Drill on letters already given. 

Numbers. Adding in columns and by tens. Subtraction by tens reviewed. 
Elementary operations to 20. Practical examples using feet, yards, dollars, 
pints, gallons, etc. Dry measure. 

General Lessons. Written descriptions telling size, shape, place, use, 
qualities, etc. 

Drawings and polygons studied from blackboard. 

Suggestions and Explanations. 

Reading. Teach name and use of each new punctuation mark found in 
reading lessons. Teach pronunciation and meaning of all new words. 
Give frequent drills on the elementary sounds. Give attention to articula- 
tion, accent, emphasis, and inflection. By questioning closely, ascertain 
whether the pupils understand what they read. Question with books open 
or closed at different times, as may be thought best. Proper expression may 
be taught by asking questions to be answered in the words of the book. Re- 
quire pupils to commit to memory and recite favoi'ite selections from reader 
or other sources. 



—26— 

Spelling. Wntteu and oral. By sound and name of letter. Us? words 
from reading lessons and other studies. Lists of familiar words. When the 
meaning of a word has been fully explained, require i^upils to use it in 
sentences. 

Writing. Teach position of body and hand, how to hold the pencil 
properly, movement, correct form of letters, etc. Require neatness and 
proper arrangement of all written work. Have pupils copy parts of reading 
lessons and read them from the written copy. 

Numbers. Keep up a constant review of all operations and processes 
learned. Give numerous practical pi'oblems applying what has been learned. 
Examples. If one man spend $2 a week and another spend $3 a week, 
how much will both spend in a month V .^ 

If a peck of corn cost 5 cents, what will a bushel cost? 

When pupils have learned the elementary operations to 20, allow them to 
write the multiplications to that point, in tabular form as follows: 

1X3=3 1X3=3 1x4=4 

2x3=4 3X3=6 3x4=8 

3X3=6 , - 3X3=9 8x4=13 

4x2=8 4X3=12 4X4=16 

5X2=10 etc. 5X3=15 etc. 5X4=20 

Language. In connection with reading and writing. Talks on familiar 
subjects in which pupils are required to use complete sentences in giving 
answers. Teach use of capital I and O. Teach use of period and question 
mark at close of sentences. 

Drawing. Place on blackboard for copying, ligures of leaves, tlowers, 
shrubs, trees, and houses. Have the pupils make drawings requiring combi- 
nations of straight lines, as houses, dishes, pans, fences, gates, etc. Study 
the plane ligures from blocks if practicable. 

Pkysiologij and Hygiene. Call attention to the helpless condition of small 
children. They must be cared for by others. Speak of the parts of the body, 
as bones, flesh, skin, hair, nails; actions performed by the body or its mem- 
bers, as talking, moving, walking, eating, resting, thinking, sleeping, drink- 
ing; dangers to the body resulting from lire, things eaten, some playthings, 
cold, storms, animals, etc.; care of the body as to food, clothing, bathing, 
rest, and exercise. Explain the need of sunlight and pure air, of food and 
drink. Show that tobacco is not food, men do not need it, other animals 
will not eat it, it will cause sickness, it is a poison. Speak of water as the 
only pro]per drink, all animals drink it. Alcohol is a poison, other animals 
do not drink it, it will cause sickness, it is a poison. Tell interesting facts, 
and stories concei'ning the use and effects of tobacco and alcohol. Every 
teacher should be provided with at least one good reference book on this 
subject. 

Tests for Promotion. 

•Reading. Ability to read with pi'oper expi'ession any lesson in the second 
reader. Each pupil should be able to read an entire lesson, and to sustain 
the expi-ession to the end. 

Spelling. Ability to spell orally and in writing all words in reading les- 
sons, to spell by sound, to designate silent letters, to give diacritical mai'ks 
for the long and short sounds of the vowels. 



Writing. Ability to write with pencil easy sentences from dictation, and 
to copy neatly from printed text. Pupil should be able to wi'ite his own 
name, address, etc. 

Numbers. Ability to read and write -numbers by Roman notation to C, by 
Arabic notation to 1000, to add columns of six or more figures, giving sums 
oul}', to give elementary operations, no number or result to exceed 20. 
Pupils sliould be able to solve easy practical examples involving the funda- 
mental operations already learned, using concrete numbers of denominations 
with which they are familiar, as dollars, cents, bushels, etc. 

Language. Ability to compose and write correctly easy sentences on any 
familiar tojjic, using properly capitals and punctuation marks as far as 
leai'ned. 

Effects of narcotics and stimulants. Pupils must have such general knowl- 
edge of the nature and effects of alcoholic stimulants and narcotics as they 
can comprehend. 

Drawing. Ability to copy accurately easy drawings. 



INTERMEDIATE DIVISION. 



THIRD SECTION. 

Third Year's Work. 

Text-books. Third reader, language book, primary arithmetic, copy-book,, 
and primary speller. 

Utensils. Slate, pencil, sponge, ruler, pen, ink and paper for practice. 

Branches taught. 

Beading. First half of third reader with supplementary reading from 
book of another series, or from childi'en's papers. Elementary sounds as 
they occur in the readers. 

Spelling. Primaiy speller, or words from reading lessons and other 
sources. 

Writing. Copy-book with pen and ink. 

Numbers. Reading and writing numbers. Fundamental rules with appli 
cations. Begin in primary book. 

Language. Oral lessons. Begin primary book. 

Drawing. Familiar objects from the blackboard, or drawing book. Curve 
line forms studied, if practicable, from solids. 

Geography . Oral, local. 

Physiology and Hygiene. Oral. See outline at end of Intermediatf^ 
Division. 



—28— 
Suggestions and Explanations. 

Reading. See suggestions in second section. Question carefully on the le^ 
son to bring out tlie tliought expressed. Train tlie pupils to tell the sub- 
stance of the lesson in their own language, sometimes orally, sometimes in 
writmg. Select words for definition and use in sentences. Require pupil, 
to memorize and recite favorite selections. Strive to secure distinct articu- 
lation, correct pronunciation, and proper expression. 

Spelling. If no spelling-book is used, teach pronunciation, spelling sylla- 
bication and diacritical marking from reader. Have all geographical and 
other proper names spelled as they occur in the reading lessons Pupils 
should be taught to separate words into syllables and to give the sounds in 
each syllable. Teach some of the more common prefixes and sufiixes antl 
distinguish between primitive words and the derivative words in which thev 
were used. 

If a spelling-book is used, it should be closely followed and thoroughly 
mastered. Diacritical marking should be taught as it occurs in the book 

Writing. Besides work in copy-book, give drill in making letters. Place 
letters and words on the black board for class drill. See suggestions in sec- 
ond section. 

Arithmetic. Arabic notation not to exceed millions. Multiplication table 
thoroughly and completely learned. Teach process of carrying in addition 
and multiplication and of borrowing in subtraction. In addition and sub- 
traction the numbers employed need not exceed millions. In multiplication 
and division the multipliers and divisors need not exceed 12; the products 
and dividends need not exceed millions. Give constant drill to produce 
rapid and accurate work. Review and use tables of U. S. money, liquid and 
dry measures, linear measure, and time table. Teach the meaning of the 
terms sum, diflference, minuend, subtrahend, multiplicand, divisor, dividend 
and quotient. The multiplication and division tables may be taught by usino- 
columns of figures. For instance, in teaching the table of 3's, use a column 
of twelve 3's. Notice that two 3's make 6, three 3's make 9, four 3's make 12, 
etc., and that two times 3 = 6, three times 3 = 9, four time 3 = 12, etc. The 
same column may be used in teaching the division table; we observe that 
there are two 3's in 6, three 3's in 9, four 3's in 12, etc.; also that three is con- 
tained in 6, two times; in 9, three times; in 12, four times, etc. 

Select and use practical examples such as are met with in every-day life, 
applying operations already learned. In solving problems orally, pupils 
need not repeat a long form of words, but should state the process clearly 
and concisely. 

Give a few exercises involving the simplest forms of fractions. 

If a primary book is used in the school, it may be commenced in this sec- 
tion. 

_ Language. Teach pupils to recognize different kinds of sentences, as tell- 
ing, asking, commanding and exclaiming sentences. Point out name vfords, 
or nouns, and telling words, or verbs. Use sentences containing the singular 
and plural form of the noun and the verb. Teach common and proper nouns, 
and possessive forms of nouns. Use words from reading lessons in sen- 
tences; write sentences in answer to questions about pictures, objects, ani- 
mals, persons, etc. 



—29— 

Teach proper use of is, are, was, were, has, have, saw, and seen. Correct 
all errors in speech and in written exercises. 

Conversational exercises on familiar topics to be followed by written 
descriptions. Observe the following directions. Require pupils to follow 
the correct form in all cases. 

1. Place the subject, underscored, at the top near the middle of the page. 

2. Indent the first line of each paragraph. 

3. Use hyphen where a word is divided at the end of a line. 

4. Use capitals at the beginning of each sentence and in all proper 

names. 

5. The proper mark should be placed at the close of each sentence. 

6* Let the pupil sign his name below and at the right of the production. 

If there are no text-books in the hands of the pupils, the teacher should 
have in her possession for reference some standard work on language. 

Geography. Review lessons on distance and direction. Give the pupils a 
clear idea, by actual observation, of the length of a foot, a rod, a mile, etc. 

Call attention to the position of objects on the table or floor, and draw 
a map in a horizontal position on which the objects are represented. Ele- 
vate this map to a vertical position on the north wall of the room. 

Draw on the blackboard a map of the school-room using a scale of one 
foot to the inch. Have pupils assist in the measurements. Let this map be 
reproduced by the pupils on their slates, using the proper proportions. In 
a similar manner construct a map of the school ground and immediate 
vicinity, locating school-house, trees, and other important objects. 

Draw map of tawnship on which the school-houses, churches, principal 
streams and highways, etc., are represented. Teach the pupils to draw this 
map on a definite scale, locating the principal points of interest. Have the 
township studied as to its surface. Teach representation on map of hills, 
mountains, ranges of hills, streams and lakes. 

Draw outline map of county. Have pupils locate the principal points of 
interest, as towns, county seat, streams, hills, lakes, ponds, etc. Have this 
map drawn and thoroughly studied. Encourage the pupils to find out 
the following things about the township and county: kinds of soil; trees 
growing; grains, fruits, and vegetables raised; material foi-- food and cloth 
iug produced; animals, wild and domestic; birds, fishes, and reptiles. 

Begin map of Iowa. 

Drawing. Let the figures placed on the blackboard be copied a specified 
number of times for practice, and finally drawn for inspection. Use out- 
lines of familiar objects, as flowers, fishes, boxes, barrels, etc. 
Physiology cmd Hygiene. See outline at end of Intermediate Division. 



—30— 



FOURTH SECTION. 

Fourth Yearns Work. 

Text-books. Third reader, language book, primary arithmetic, primaiy 
9))eller, copy-book, and elementary geography. 

Utensils. Slate, pencil, sponge, pen, ink, and practice paper. 

Branches taught. 

Reading. Third reader liuished. Supplementary reading. 

Spelling. Primary speller, or words from reader and other lessons. Dia- 
critical marking. 

Writing. In copy-book with pen and ink. 

Arithmetic. Primary book finished. Fundamental rules reviewed. Long 
division, factors, multiples, and fractions. 

Language. In language book, or from oral lessons. 

Drawing. From blackboard or drawing book. 

Oeogra2:)hy . Map of Iowa studied. If primary book is used, finish geogra- 
phy of the United States. If no book is used, study United States and North 
America from map. See outline in suggestions. 

Physiology and Hygiene. Oral from outline. 

Suggestions and Explanations. 

For methods of leaching reading, spelling, and writing, see previous sec- 
tions. Increase the amount of written spelling. In studying words from the 
«lictionary notice such points as meaning, pronunciation, derivation, syno- 
nyms, and diacritical marks. 

Arithmetic. Plan for teaching long division. 

24X1=24 y 24)556,168(23,183 

24X2=48 48 

24X3=72 

24X4=96 

24X5=120 

24X6=144 

24X7=168 

24X8=192 

24X9=216 



Prepare a list of multiplications as shown in the column at the left and use 
the products as needed in the division. 

Language. Continue written desci'iptions. Teach common abbreviations 
and contractions. Give instruction in letter writing. Teach proper position 
and punctuation of heading, address, salutation, paragraphs, conclusion, and 
signature. 

Drawing. Curve line forms. Cone, vase, cylinder and pyramid. 

Geograx>hy . Outline for study of the United States: 




-31— 

1 Boundary. 2. Coast lines— direction, regularity, indentations, and 
nroiections. 3. Surface— mountain ranges, plateaus, and plains. 4. Lakes. 
5 Rivers. 6. Cities. 7. Islands. 8. Climate. 9. Productions-anmial, 
vegetable, and mineral. 10. Political divisions. 11. Inhabitants. 12. Occu- 
pations. ,v ■ ■ 

Physiology and Hygiene. See outline at end of Intermediate Division. 

Tests for Promotion. 

Reading. Ability to read correctly and with proper expression, any lesson 
in the third reader, to give such definitions and explanations as may be 
required, to give a clear and intelligible synopsis of the piece, and to recite 
some selection that has been memorized. 

Spelling. Ability to spell correctly all words in reading lessons, or in 
speller as far as studied, to spell by sound, to give diacritical marks as far as 
given in books used. 

Writi7ig. To make a neat and legible specimen with pen and ink. 

Arithmetic. Ability to read, write, add, subtract, multiply and divide 
simple numbers and common fractions, to perform all operations promptly 
and accurately, to display written work properly, to solve mental examples 
involving the processes learned, and to give definitions of terms used. The 
multiplication table must be thoroughly learned. 

Language. Pupils should bo able to write from an outline an intelligent 
exercise or essay in which tlie punctuation marks and capital letters are 
properly placed. The spelling and grammatical construction should be cor- 
rect and the exercise should be properly arranged and neatly written 
They should be able to compose a short letter, using the proper form, and 
should have some general knowledge of nouns, pronouns, adjectives, verbs, 
adverbs, and prepositions. 

Drawinq. Ability to copy accurately easy drawings involving the use ot 
straight and curved lines. 

Qeogrnyhy. Pupils should have a general knowledge of the geography ot 
the county, state. United States and the continent of North America. 

Physiology and Hygiene. A fair knowledge of the efiects of narcotics 
and stimulants on the different organs of the body and their functions should 
be possessed by the pupils. 

FIFTH SECTION. 

Fifth Year's Work. 

Text- Books. Fourth reader, language book, advanced arithmetic, spelling- 
book, copy-book, elementary geography, primary physiology. 
Utensils as before. 

Branches taught. 

Reading. First half of fourth reader. 
Spelling. Spelling-book, thirty or forty pages. 
Writing. Copy-book with pen and ink. 

Arithmetic. Advanced book. Simple numbers, factors, multiples, and 
fractions. See suggestions. 



— ?.9_ 



Grammar. Elementary book finished, or oral lessons 
Drawing. From blackboard or drawing book 
Jjography. South America and other grand divisions from elementary 

Physiology and Hygiene. From outline. 

Suggestions and Explanations. 

Reading. Give such definitions and drills as are found in the book Cul 
^vate a taste or good reading by questions and conversations on the lesson ' 
Require pup.Is to study the definition and derivation of words from the 
dictionary, and to learn and recite favorite sections. Have occasionaU-e^ 
ing lessons from story books or from papers occasional read- 

Spelling. Both oral and written. Teach thoroughly pronunciation .rH 
culation, syllabication, and accent. Pi enunciation, alti- 

Writing Position, movement, slant of letters, spacing, and analysis 
Ar^thmet^c. Give practical examples, both mental and written, from book 
of another series or from other sources. 

iuaj-, uetjinea exptaient, be ou compound numbers 
Language If no text-book is used, the teacher should furnish sentences 
easy at fii^t, for analysis and parsing. Continue instruction in punXatioT 
the use of capitals, and the construction of sentences. Essays oi wr e n 
exercises once or twice each week, either in connection with some other 
study or as a special lesson. Letter writing 

Drawing^ Figures of familiar objects, as flowers, domestic animals .tt.n- 
saJs, etc. Sphere, hemisphere, cube, circle, semicircle, square 

Geography. If there are no elementary text-books in the school, give o nl 
lessons in matliematical and physical geography, using blackboard wall 
maps and globe and continue the grand divisions foflowingUie t tin ■ 
already given. Map drawing. ^ 

SIXTH SECTION. 

Sixth Year's Work. 

Text-books. Fourth reader, spelling-book, copy-book, advanced arithmetic 
b. ™^''' ^''''^""'^'^■' •"■''"^"^ physiology, primary history. Utensils as 

Branches taught. 

Heading. Fourth reader finished. 
Spelling. Spelling-book, thirty to forty pages. 
Arithmetic. Advanced book. Finish comp^ound numbere 
Gramviar. Text-book, etymology, supplementary exerdses in parsing 
ana analysis. * 

Drawing. From blackboard or drawing-book 
J^'^ography. From larger book. Finish geography of the United States in 

History. Primary book, or orally from outline. 
Physioloy and Hygiene. From outline. 



-33- 



Suggestions and Explanations. 

Reading. Definitions, rules, and diacritical marking from book. Occas- 
ionally give extra reading lessons from books and papers. Special elocu- 
tionary drills. Require pupils to give the substance of the lesson in their own 
language either oral or written. 

Spelling. Lists of proper names and geographical terms. Occasional dic- 
tation exercises. 

Writing. Analysis of letters continued. Shading. 

Arithmetic. Give practical examples relating to the measurement of 
plastering, papering, carpeting, laud, bins, timbers, boards, walls, cellars, 
piles of wood, and areas and solids of all kinds. 

Qrammar. On beginning grammar with a text-book, do not devote 
all the time to the study of difficult definitions and rules. Give con- 
siderable attention, at first, to instruction and practice in parsing, analysis 
and composition. 

Have pupils prepare outlines and write descriptions of objects, animals, 
and persons. 

Outline. — Subject: View from my window. Introduction; countiy or town, 
season. Description. Objects in front: near — road, brook, fence; far — sun, 
field, grove. Objects at the right: near — mill, railroad; far — village, hill. 
Objects at the left: near — pasture, horse, colt, cow; far — farm, load of hay, 
stock. Conclusion; pleasant or unpleasant effect, etc. 

From similar outline write transformations of poems and other literary 
productions. 

Drawing. Principally curve line forms; leaves, fruits, vegetables, tum- 
blers, boxes, baskets, bowls, vases; cylinder, square prism, circle, square, 
oblong. 

Ocography. Use wall maps with every lesson. Have all the places 
located on the map before or during the study of the lesson. Ordinarily 
map drawing should not be from rule and measurement. The drawing 
should be a representation of the mental picture possessed by the pupil, and 
should not be made till the country which it represents has been thoroughly 
studied. 

History. In teaching history orally, tell of important events and noted 
men. Read passages from histories and other books, illustrating the topic 
under consideration. Associate dates, events, persons, and circumstances 
in such a way as to make this study attractive. 

General Exercises. In the work of the Intermediate Division oral instruc- 
tion may be given, as time and opportunity will permit, on objects, animals, 
and substances; the plainer laws and operations of nature; and the princi- 
pal trades, professions, and occupations. 

Have occasional exercises to develop patriotism and instil noble senti- 
ments, choosing birthdays of noted generals and statesmen, as Washington- 
February 32; Jackson, March 15; Webster, January 18; Lincoln, 
February 12; Grant, April 27; Garfield, November 19. Author days, 
and days commemorating children's friends, should be celebrated. Notice 
the following list: Longfellow, February 27; Bryant, November 3; Whit- 
tier, December 17; Alice Gary, April 26; Harriet Beecher Stowe, June 14 
Louisa M. Alcott, November 29. 
3 



—34— 

The flag of our country, and other representations of our national colors, 
should be in every school room. By frequent allusions to these emblems oi 
patriotism and loyalty, strive to inspire a deep and lasting love of country 
in the hearts of the children. Use tiny flags for number lessons. Teach 
memory gems about our flag. Sing patriotic songs. Bring into the school- 
room portraits of Washington, Lincoln, Grant, and other statesmen and 
generals. 

Pleasant and profitable opening exercises should be carried out tc 
encourage prompt attendance. 

Arrange special work for all important occasions. 

On arbor day, besides the usual declamations, singing, etc., lessons should 
be given w^hich will induce the pupils to observe and study the growth and 
habits of trees, plants, and flowers. These lessons may begin early in the 
season and lead to a culmination on arbor day. At this time, a taste foi 
cultivating flowei's should be promoted, and kindness to animals and pro- 
tection of birds encouraged. 

During autumn or early winter, a day may be set apart for celebrating 
the gathering of the harvest. Learn of fruits, vegetables, seeds, grains, and 
roots. Call attention to the bounties of nature, the Giver of good. Tell of 
the dying year, and foster respect for the aged, reverence for what is sacred, 
and kindness to the weak and helpless. 

An outline in morals and manners is placed at the end of the course. 
Teachers should study it carefully and use it for their own guidance and in 
giving instruction to their pupils. 

Physical exercises will be found profitable. They prevent weariness and 
restlessness and produce graceful attitudes and movements. See model at 
the end of the course. Singing should form a part of all general exei'cises. 

Physiology and Hygiene. 

Outline. 

Bones and muscles; description, functions, diseases, and hygiene. 

The skin: description, functions, diseases, and hygiene. 

Organs of respiration: description, functions, diseases, and hygiene. 

Circulation. Physiology, anatomy, diseases, and hygiene of the organs of 
circulation. Effects of alcohol: a foreign substance in the blood; quickened 
circulation; rapid heart beats, exhaustion and degeneracy of the heart; 
hardened membrane; injury to the red corpuscles; retention of impurities. 

Digestion. Anatomy, physiology, diseases, and hygiene of the digestive 
organs. Effects of alcohol: does not satisfy hunger or quench thirst; irritates 
the lining of the stomach; inflames the liver and eventually produces hard- 
ening or degeneration; impairs the action of the kidneys; does not produce 
heat but a rush of blood to the surface and a chill by reaction ; stimulates 
instead of strengthening, and produces weakness as a final result; checks 
the removal of waste matter; creates a progressive appetite; affects off- 
spring. 

The nervous system. Anatomy, physiology, diseases, and hygiene of the 
nervous system. Effects of alcohol: absorbs water from the nervous tissues 
exciting and finally hardening them; produces stimulation at first, after- 
wards loss of power; first efl'ects on the mind, a feeling of pleasure, 
strength, or brightness; ultimate effects on the mind and character, unset- 



—35— 

ties and liually overcomes perception and reason, impairs memory, excites 
the imagination abnormally, Lhmts the finer sensibilities, arouses the pas- 
sions, and enslaves the will. Neglect of business, dishonesty, crime, 
insanity, delirium and death, are some of the fearful consequences of the 
excessive use of alcohol. 

Effects of tobacco: tobacco contains several poisons, nicotine being 
among the most powerful; effects on the young, nausea, weakened digestion, 
affected heart beat, impurity of the blood, derangement of the nervous sys- 
tem, formation of a slavish habit; general effects, acts injuriously on the 
nervous system and vital organs, enervates the body and mind, and fre- 
quently leads to the use of spirituous liquors. 

Other stimulants and nai'cotics: mild, tea, coffee, etc.; powerful, opium, 
ihloral, cocaine, etc. 

In order to comply with the requirements of the law, at least three lessons 
each week must be given. As thorough examinations or tests should be 
required in this study as in other branches; the same marking system should 
be used and such marks should enter into the general average which decides 
the rank of the pupil. 

Tests for Promotion. 

Reading. Ability to read, with proper expression, any selection in the 
fourth reader; to give the substance of the piece in their own language; to 
define the words and explain any allusions which may occur in the lesson; 
and to recite some selection illustrating the modulation of the voice. 

Spelling. Ability to spell well, especially in examinations and exercises 
in which the mind is occupied with other matters, showing that correct 
spelling has become a habit. 

Writing. Pupils should understand the analysis of the letters, and should 
be able to prepare a neat and legible page. 

Arithmetic. Ability to read, write, add, subtract, multiply, divide, and 
redift.'e simple and compound numbers, and common and decimal fractions; 
to solve practical examples involving these opei'ations; to give definitions of 
all terms used; and to express the process'es promptly', neatly, and accur- 
ately. Oral as well as written solutions ai'e required. 

Langtmge. Ability to write essays and letters in clear and accurate lan- 
guage, to use punctuation mai'ks correctly, to analyze easy sentences, and to 
pai'se words as far as learned. 

Draiving. Ability to make a fair copy of some drawing or model. 

Geography . A knowledge of the principal facts in mathematical and 
physical geography, the physical and political geography of the world and 
of the different grand divisions, and the geography of the United States in 
detail. Ability to draw outline maps of the continents, and to locate on them 
places which have been studied. 

History. A knowledge of the principal events and leading dates of U. S. 
History. 

Physiology and Hygiene. Pupils must have a good idea of the nature 
and functions of the different organs of the body, and a well-grounded 
knowledge of the manner of preserving health, especially with reference to 
the effects of narcotics and stimulants. 



—36— 



ADVANCED DIVISION. 



SEVENTH SECTION. 

Seventh Tear's Work. 

Text-books. Fifth reader, spelliug-book, copy-book, advanced arithmetic, 
grammar, larger geography, and elementary physiology. Utensils as before. 

Branches taught. 

Reading. First half of tifth reader. Selections from other books. 

Spelling. Thirty or forty pages in spelling-book. 

Writing. In copy-book. Letter writing. 

Arithmetic. Advanced book. Percentage and applications. 

Grammar. Etymology and syntax from text-book. Class exercises in 
parsing, analysis, and composition. 

Drawing. From blackboard or drawing-book. 

Geography. Finish study of grand divisions in larger book. Study 
geography of Iowa in detail. 

History. Advanced book to civil war. 
. Physiology and Hygiene. In elementai'y book; finish skeleton. 

Suggestio7is and Explanations. 

Reading. Use all exercises for voice culture, etc., that are found in the 
book, and give additional drills if practicable. 

Spelling. Principles of orthogi-aphy and rules for spelling. 

Outline for word analysis. Word, prefix with meaning, root with mean- 
ing, radical, suflBx with meaning, literal meaning of word, applied mean- 
ings, synomyms, use in sentence. 

Arithmetic. Each subject should be taken up in the following order: 
define terms and illustrate definitions, state principles and illustrate them, 
state rule, give examples from the book, have pupils give original examples, 
have pupils select examples from other books. 

Drawing. Simple principles of perspective. Familiar objects, easy 
landscapes, houses, animals, persons. 

History. Study history by topics. When all the topics of a period or 
epoch have been learned, have a review from an outline or diagram, taking 
up the important points. Illustrate by means of extracts, stories, brief 
biographies, etc. 

EIGHTH SECTION. 

Eighth Year'^s Work. 

Text-books. Fifth reader, spelling-book, copy-book, advanced arithmetic, 
grammar, larger geography, and elementary physiology. Utensils as before. 



—37— 

Branches taught. 

Beading. Fifth reader finished. Selections from books, papers, and 
magazines. 

Spelling. Spelling-book finished. Word analysis. Phonic analysis. 

Writing. Copy-book. Letter writing, social and business forms. 

Arithmetic. Advanced book finished. Square and cube root and men- 
suration. 

Orammar. Finish text-book. Analysis, parsing, and correction of errors. 
Composition. 

Drawiyig. From blackboard or drawing-book. 

Geography . Finish larger book. 
-History. Finish advanced book. Civil government of state and nation 
from outlines. 

Physiology and. Hygiene. In elementary book. Finish skeleton. 

Suggestions and Explanations. 

Reading. Outline for study of author. Life; date and place of birth 
education, occupation, residence, date of death, age if living, other facts' 
writings; character and style of writings, give names of six productions 
which you have read, give three quotations, read an extract, answer ques- 
tions upon it, and write a synopsis. Have pupils select favorite authors 
and memorize literary gems. 

Spelling. In giving dictation exercises, read the selection three times; 
first, to give pupils an idea of the meaning; second, to enable them to write 
the words; third, for review. Criticise spelling in all written work. 

Writing. Review analysis of letters. 

Aritlimetic. Make applications of square and cube root in calculations 
used by mechanics, surveyors, etc. 

Drawing. Perspective and shading. Easy architectural and mechanical 
drawings. Collect and preserve the best specimens. 

Geography. Associate geography and history. Locate places mentioned 
in the current news of the day. Collect and preserve the best specimens of 
map drawing. 

History. For teaching civil government, see complete outline in this 
manual. Call attention to the names of persons now in office and follow 
closely the proceedings of congress and the state legislature when in ses- 
sion. Give pupils some idea of parlimentary law and the proper manner 
of conducting public meetings. 

General lessons. In addition to exercises suggested in Intermediate 
Division, call attention to the news of the day and practical affairs of life, 
and create an interest in all great public works and measures. Courtesy 
and politeness may be encouraged, and in many ways, not connected with 
text-book instruction, pupils may be fitted for the active duties of life. 
Aim to produce from the pupils found in the school, progressive, capable, 
trustworthy, and virtuous men and women. 

Physiology and Hygiene. Many schools are furnished with charts. Use 
these in connection with the text-books. Recite by topics and give frequent 
oral and written reviews. 



—38— 

Tests for Qradualion. 

Reading. Ability to read with proper expression an entire lesson in the 
fifth reader, to modulate the voice at will, to reproduce the substance of 
any lesson, define words and terms, and recite selections equal to five pages 
of the reader. 

Spelling. Ability to spell correctly a list- of difficult words, to give the 
diacritical markings, write extracts from dictation, and analyze words ac- 
cording to previous outline. 

Writing. Ability to write rapidly and well, to analyze the small letters 
and capitals and to prepare from memory such business forms as notes, 
receipts, bills of goods, orders, etc. 

Arithmetic. Ability to define all terms and perform all operations usually 
found iu a common school text-book, to give a clear statement of the processes 
employed and the principles involved, to give all rules and solve practical 
problems illustrating them. 
Drawing. Ability to make a creditable drawing from copy or model. 
Grammar. Ability to analyze ordinary sentences and parse the words 
contained in them, to outline and compose an essay using full and accurate 
phraseology and correct form, punctuation, and spelling. Pupils should 
have a good knowledge of the definitions, principles and rules of gi'ammar. 
Their ordinary conversation should be grammatically correct. 

Geography. A fair comprehension of the principal facts in mathematical 
and physical geography, a good understanding of the physical and political 
geography of foreign countries, and a more minute and detailed knowledge 
of Iowa and the United States. Ability to locate all important points on 
wall maps, and to draw maps of Iowa and other states, the United States 
and other countries. 

History. Pupils must possess a comprehensive knowledge of the principal 
events and personages of United States history, and must be able to give an 
intelligent recitation or written exercise on any topic that may be assigned. 
They must have a good understanding of the government of Iowa and the 
United States. 

Physiology and Rygie7ie. A thorough knowledge of the anatomy and 
physiology of the human body, of the rules for preserving health, and 
the effects of narcotics and alcoholic stimulants. 

Physical Exercises. 

Positions. A. Sit erect with hands folded in front. B. Turn to aisle, 
prepare-to rise. C. Rise and face the teacher. D. Stand erect with arms 
hanging at the sides, hands open. E. Resume seats. 

Breathing. 1. With hands on hips. When the teacher counts one 
inhale slowly through the nose, using chest muscles; two, retain the air a 
few seconds; ^/wee, exhale. Count six. 

2. Position D. At one, inhale, using the diaphragm; two, retain the air a 
few seconds; three, exhale forcibly. Count six. 

3. Position D. At one, inhale; two, with mouth open exhale, giving the 
sound of a in father. Count eight. 

4. Position D. At one, inhale slowly; two, with elbows raised horizon- 
tally, tap lightly and rapidly on the chest six times; tlirce, exhale. 



—39— 

Movements. 1. Position D. As the teacher counts o?^e, throw the hands 
outward and upward keeping the arms extended, bring the hands together 
over the head with a clap; at two, bring the hands down in front to a level 
with the shoulders; at three, throw the hands backward, keeping the arms 
extended horizontally; /oz/r, drop the arms to position D. Count twelve. 

2. Position D. Clasp the hands and let them hang in fi'ont. At one, 
throw the hands to the right and as far behind as possible, at the same time 
turning the body in the same direction, but keeping the face and feet straight 
forward; at two, turn to the left in the same manner. Count eight. 

3. Position D. At one, place the left hand on the hip and thrust the 
right hand, closed, to a vertical position; at two, place the right hand on 
the hip and the left fist upward in the same manner. Count twelve. 

4. Position D. At one, step the right foot forward and back; at two, 
step the left foot forward and back; at three, rise on the toes and back to 
place. Count twelve. 

5. Position D. At 0}ie, raise the hands slowly, backs upward, till the 
backs of the hands come together above the head. Lock the little fingers. 
At two, inhale a full breath. At three, lower the hands slowly to the sides 
exhaling the breath at the same time. Count six. The fifth exercise is 
rather severe and should be used only when pupils are loosely clothed. 

When pupils have learned to give the exercises by counting, they may 
be taught to use familiar tunes, such as Rally round the Flag, etc. 

Discipline and Moral Training. 

"School Discipline is not a system of rewards and punishments; of mak- 
ing pupils speak or be silent; of compelling them to do this, or not to do 
that. It is the art of making them perform, in the most appropriate, easy, 
and useful way, all the duties of the school-room." 

Qualifications of a Good Disciplinarian. 



VIRTUES TO BE CULTIVATED. 



VICES TO BE AVOIDED. 



Intelligence . 
Politeness. . . 

Candor 

Truthfulness 
Kindness . . . 

Modesty 

Energy 

Promptness . 

Firmness 

Dignity 

Self control . 
Tractability . 
Honesty 



Ignorance. 

Rudeness. 

Hypocrisy. 

Deceit. 

Cruelty. 

Egotism. 

l^aziness. 

Tardiness. 

Fickleness. 

Want of self-respect. 

Passion. 

Stubbornness. 

Dishonesty. 



Cheerfulness 'Despondency. 



—40— 

"The moral goTernment of the school must be largely persuasive in its 
nature. When children can be moved to do right, because it is right, and to 
avoid doing wrong because it is wrong, a foundation has been laid which 
will not fail them, when in later years they build their character upon it." 

These virtues and vices are continually coming to the notice of the observ- 
ing teacher. The hints which are given we hope may be found useful. 



VIRTUES. 


VICES. 


Truthfulness 

Diligence 

Politeness 

Regularity 

Obedience 

Purity 

Respect 


Falsehood. 

Idleness. 

Rudeness. ^ 

Irregularity. 

Disobedience. 

Obscenity. 

Disrespect. 

Lawlessness. 

Profanity. 

Disorder. 


Self control 

Reverence 

Neatness 



Clorrect a tendency to falsehood by placing right motives before tJie child; 
a tendency to idleness, by giving him plenty of work and inspiring him with 
a wish to excel; a tendency to rudeness by examples of gentleness; a ten- 
dency to irregularity by showing him the advantage of promptness, and l)y 
the public opinion of the school; a tendency to disobedience by kindness 
and firmness combined; a tendency to profanity by precept and example; a 
tendency to obscenity, by watching his habits, and by exalting in his pres- 
ence everything which is pure. Make only wise rules and then enforce 
them. 

Do not place temptations in the way of the child. Study his home life in 
connection with his conduct at school. Be courteous to every pupil, no 
matter how rude he is toward others. Shield the virtuous from the influence 
of the vicious as far as possible. Have a care of the externals about the 
echool, the fences and out-buildings should bear no mark Avhich will bring 
a blush of shame to the face of any child. Vile suggestions are sometimes 
the beginnings of terrible evils. 



—41- 



S AMPLE PROGRAM No. 1. 



* 








FORENOON. 






M 

u 


05 

O 




1st Class. 


2d Class. 


3d Class. 


4th Class. 


5th Class. 


m 


O 


M 












9:00 


9:05 


5m 




Op 


ENING EXEB 


CISES. 




9:0.5 


9:15 


10 


Reading. 


Reading. 


Reading. 


Arithmetic. 


Arithmetic. 


9:15 


9:30 


15 


Seat Work. 


Reading. 


Reading. 


Arithmetic. 


Arithmetic. 


9:30 


9:45 


15 


Seat Work. 


Numbeis. 


Reading. 


Arithmetic. 


Arithmetic. 


9:15 


10:00 


15 


Copying. 


Numbers. 


Aritlimetie. 


Ai-ithmetic. 


Arithmetic. 


10:00 


10:20 


20 


Copying. 


Copying. 


Arithmetic. 


Geography. 


AyHthmedc. 


10:20 


10:30 


10 


*Ge>i. Lessoiis. 


*Gen. Lessons. 


Drawing. 


Geography. 


Drawing. 


10:;iO 


10:45 


l.T 






Recess. 






10:45 


11:00 


15 


Seat Work. 


Writing. 


Arithmetic. 


Geography. 


Geography. 


11:00 


11:15 


15 


Seat Work. 


Copying. 


Language. 


Geography. 


Geography. 


11:15 


11:30 


15 


Numbers. 


Copying. 


Language. 


Reading. 


Geog. or Hist. 


ll::iO 


11:45 


15 


Numbers. 


Reading. 


Writing. 


Reading. 


Reading. 


11:45 


12:00 


15 


Dismissed. 


Reading. 


Reading. 


Grammar. 


Reading. 


AFTERNOON. 


1:00 


1:1C 


10 


Reading. 


Reading. 


Reading. 


Grammar. 


Grammar. 


1:10 


1:20 


10 


Copying. 


Reading. 


Reading. 


Grammar. 


Grammar. 


1:20 


1:30 


10 


Copying. 


Copying. 


Reading. 


Grammar. 


Grammar. 


l:;iO 


1:45 


15 


Numbers. 


Copying. 


Spelling. 


Grammar. 


Grammar. 


1:45 


2:00 


15 


Numbers. 


Writing. 


Spelling. 


Drawing. 


Gramtnar. 


2:00 


2:30 


30 


*Gen. Lessons 


*Geu. Lessons 


*Gen. Lessons 


Writing. 


Physiology 


2::!0 


2:45 


15 






Recess. 






2:45 


3:00 


15 


Reading. 


Reading. 


Spelling. 


Spelling. 


Physiology. 


3:00 


3:10 


10 


Reading. 


Reading. 


Spelling. 


Spelling. 


Spelling. 


3:10 


3:20 


10 


Copying. 


Reading. 


Spelling. 


Spelling. 


Spelling. 


3:20 


3:30 


10 


Copying. 


Copying. 


Spelling. 


Spelling. 


Spelling. 


3:;j0 


3:40 


10 


Drawing, 


Reading. 


Copying. 


Spelling. 


Spelling. 


3:40 


3:50 


10 


Numbers. 


Reading. 


Reading. 


Reading. 


Spelling. 


3:50 


4:00 


10 




Oeneral 


Exercises. 







Italic type denotes recitations, Roman letters what the other classes should study, 
Classes are numbered to correspond with the readers. *Gen'l Lessons or Dismissed. 

SAMPLE PROGRAM No. 2. 





o 





»' 


Study. 


Recitation. 












S 


D Division. 


C Division. 


B Division. 


A Division. 




m 


w 


H 










Opening Exercises .... 


9:00 


9:10 


10 












<t-l(l 


')•'>() 


1(1 




Reading. 






C, Reading 


9:20 


9:30 


10 


Drawing. 


Reading. 


Reading. 


B, Reading 


9:30 
9:45 


9:45 
10:10 


10 
25 


Busy Work. 
Numbers. 


Drawing. 

Numbers. 


Arithmetic. 




A, Arithmetic 






10:10110:20 
10:20 10:30 


10 
10 


Recess. 


Numbers. 


Arithmetic. 
Physiology. 




C, Numbers 


Arithmetic. 




10 : 30 1 10:45 


15 




General 


Recess. 




C, D. Oral Physiology 


10:4!/ 


10:55 


20 






Physiology. 


Physiology. 


B, Arithmetic 


10:55 


11:1.S 


10 


Bl'kb'd W'k 


Geography. 




Physiology. 


D, Geography 


11:15 


ll:2o 


10 




Geography. 


Physiology. 


Physiology. 


A, B, Physiology 


11:25 


11:45 


20 


Write Read- 


Geography. 








11:35 


1''-0(l 


15 


ing Lesson. 




Geography. 






12:12 


1:00 


60 




NOON. 




D, Reading 


1:00 


1:10 


10 




Bl'kb'd W'k. 


Geography. 


Grammar. 


B, Geography 


1:15 


1 -25 


15 


Numbers. 


Lang. Less. 




Grammar. 


A, Grammar 


1 -25 


1;45 


20 


Numbers. 


Lang. Less. 


Lang. Less. 




D, Obiect Lessons — 


1:45 


1:55 


10 




Lang. Less. 


Lang. Less. 


History. 


B, C. Lang. Lessons .. 


1 :5() 


2:15 


20 


Write or 


Print. 




History. 


Drawing, Penmanship 


2:15 


2:35 


2(1 


Recess. 










2:35 


2:50 


15 




Genekal 


Recess. 




B, C, Oral History.... 


2:50 


3:00 


10 


Busy Work. 






History. 


D, Reading 


3-(l(l 


3:10 


10 




Spelling. 


Spelling. 
Spelling. 


History. 


A, History 


3:15 


3:25 


15 


Copy Forms 


Spelling. 


B, C. Spelling 


3:25 


3:3() 


10 


Slate Work. 






Reading. 




3:351 3:.50 


15 
10 


Bl'kb'd W'k 


Reading. 
. General 


Lang. Less. 
Exercises. 






3:50 


4:00 





—42- 



OUTLINE OF CIVIL GOVERNMENT. 



UNITED STATES. 

The present constitution of the United States went into effect March 4, 
1789. The revolution resulted in the independence of the American colo- 
nies, and even before the treaty of Paris, which closed the war, was signed, 
it was evident that a strong constitution was needed upon which to build 
the new republic. Before considering the provisions of the constitution, it 
may be well to outline the different steps by which our present form of gov- 
ernment was established. The most important ones to be considered are 
the following: 

I. Declaration of independence, adopted July 4, 1776. 

II. Articles of confederation. 
Proposed by congress, June 11, 1776. 
Adopted by congress, November 15, 1777. 

Ratified by Maryland, the thirteenth colony, March 1, 1781. 
Went into effect March 3, 1781. 

III. Revision of articles of confederation. 
Proposed by Washington, 1785. 

Trade convention met at Annapolis, Maryland, September, 1786. 

Constitutional convention met at Philadelphia, organized May 35, 1787, 
and elected George Washington its president. Adopted the present consti- 
tution of the United States which was to be binding upon the states ratifying 
it as soon as the assent of nine states was obtained. Adjourned September 
17, 1787. 

Ratification by the states: Delaware, December 7, 1787; Pennsylvania, 
December 13, 1787; New Jersey, December 18, 1787; Georgia, January 3, 
1788; Connecticut, January 9, 1788; Massachusetts, February 6, 1788; Mary- 
land, April 38, 1788; South Carolina, May 33, 1788; New Hampshire, June 
21, 1788; Virginia, June 36, 1788; New York, July 36, 1788; North Carolina, 
November 31, 1789; Rhode Island, May 39, 1790. 

The purposes for which our government was founded are clearly stated in 
the preamble to the constitution which is given below: 

"We, the people of the United States, in order — 

1. To form a more perfect union; 

3. To establish justice; 

3. To insure domestic tranquillity; 

4. To provide for the common defense; 

5. To promote the general welfare; 

6. To secure the blessings of liberty to ourselves and our posterity, 
do hereby ordain and establish this constitution for the United States of 
America. 



--43— 

The constitution provides for three branches of government; viz., 

The legislative, or law-making branch, vested in a congress consisting of a 
senate and a house of representatives. 

The exe^utive, or law-enforcing branch, vested in the president of the 
United States and the many thousand subordinate oificers necessary to put 
into execution the laws of congress. 

The jndicial, or law-interpreting branch, which consists of the supreme 
court and a system of inferior courts provided by law. 

We shall now proceed to the consideration of these branches of the gov- 
ernment ia the oi'der in which they are named above. 

LEGISLATIVE BRANCH. 

/. Senate. 

Number of members. There are, at present, eighty-four members, two 
being chosen from each state by the legislature thereof, for a term of six 
years. 

Qualifications. A senator must be at least thirty years of age; he must 
have been a citizen of the United States for nine years; when elected, he 
must be an inhabitant of the state from which he is chosen. 

Classes. Senators are separated into three classes as nearly equal as pos- 
sible. The terms of one-third the number expire on March 4, of each odd- 
numbered year. Senators from the same state are assigned to different 
classes so that their terms shall expire at different times. Under the articles 
of confederation the congress voted by states, each state having one vote, 
and if only one delegate from any state was present, the state lost its vote 
on the question under consideration. Each member of congress now has 
one vote. 

Presidi7iq officers. The vice-president of the United States is ex officio 
presiding officer of the senate. A president pro tempore is chosen by the 
senate to preside during the absence of the vice-president. The chief justice 
of the supreme court of the United States presides over the senate when 
that body sits as a court to try the president of the United States upon im- 
peachment. 

Oeneral x>rovisions . The vice-president has no voice in the deliberations 
of congress except in case of a tie. The president pro tempore, being a 
member of the senate, may vote on all questions, while presiding. The sal- 
ary of the president pro tempore is not increased unless he serves during a 
session, or part of a session of congress, owing to the death, resignation, or 
inability of the vice-president to preside, or when the latter is called upon 
to serve as president of the United States. In any of these cases he receives 
the same compensation as the vice-president. The senate has the sole power 
to try impeachments, and conviction on impeachment requires the assent ol 
two-thirds of the members present. 

Vacancies in the senate are filled by the state legislatui'e when in session, 
or by the executive authority of the state from which the vacancy occurs, 
when the legislature is not in session. 



—44— 
//. House of representatives. 

Number of members. There are now three hundred thirty members. 
They are chosen every second year by the voters of the several states who 
have the right to vote for members of the more numerous branch of the 
state legislature. Their term begins March 4, of each odd-numbered year. 

QuaUfications. A representative must be at least twenty-five years of age. 
He must have been a citizen of the United States seven years. He must, 
when elected, be an inhabitant of the state from which he is chosen. 

A2i];)ortionment . Representatives and direct taxes are apportioned among 
the states according to their population. For convenience, the states are 
divided into congressional districts, and each district has one representative. 
The ratio of representation is one representative for every 151,912 people in 
the United States as shown by the last census. It is sometimes found incon- 
venient to adjust the boundaries of representative districts when the number 
of representatives has been changed. Pennsylvania had twenty-seven rep- 
resentatives for the ten years preceding 1883. The census of 18S0 gave 
that state twenty-eight representatives, but instead of changing the number 
of representative districts, the additional member is chosen from the state 
as a whole. He is known as the representative at large. 

Vacancies. When vacancies occur, they are filled by a special election 
called by the executive of the state for that purpose. 

Officers. The house of representatives choose their speaker and other 
necessary officers. 

III. Pmvers of Congress. 

To provide revenue for the support of the government. To borrow 
money on the credit of the United States. To regulate commerce; coin 
money; fix the value of foreign and domestic coins; establish a standard of 
weights and measures; pass uniform bankruptcy laws; and laws for the 
punishment of counterfeiting the moneys and securities of the United 
States. To establish post-oflSces and post-roads; to issue patents and copy- 
rights; to provide for a system of courts inferior to the supreme court. To 
declare war; raise and support armies; establish and maintain a navy; and 
to provide for the governinent and discipline of the army, navy, and militia 
of the United States. To have exclusive control of the District of Colum- 
bia and of all other property belonging to the United States. To make all 
laws necessary to carry out the provisions of the constitution of the United 
States. 

IV. Powers Denied the United States. 

Habeas corpus. The privilege of the writ of habeas corpus shall not be sus- 
pended except when, in cases of rebellion or invasion, the public safety may 
require it. This writ lies at the foundation of all personal liberty. Its 
object is to secure to a person accused of crime and under arrest the right 
to a speedy examination for the purpose of determining whether he has been 
properly held for trial, or not. 

Bill of attaijider. No bill of attainder, or ex-postfacto law shall be 
passed by congress. 

A bill of attainder is a law which declares the blood of a person accused 



—45— 

of treason or felony to be attainted, or corrupted, and on that account his 
property cannot be transmitted to his legal heirs, but is confiscated by the 

crovernment. . 

The definition of an ex-post-facto law as given by the supreme court of 
the United States is as follows: "An ex-post-facto law is one that creates 
or aggravates crime, increases the punishment, or changes the rules of evi- 
dence for the purpose of conviction." . 

Direct taxes. Direct taxes are not to be levied upon the states except in 
proportion to the population as shown by the last census. Much ot the 
revenue raised for the support of the general government is obtained trom 
duties on imported goods. This is called an indirect tax. Direct taxation 
has been resorted to several times, however, since the organization of our 

gavernment. .,.,<■ 

Commerce. In regulating commerce, congress is prohibited from giving 
the preference to the ports of one state over those of another. 

Money drawn. The constitution provides that no money shall be drawn 
from the treasury of the United States except in consequence of appropria- 
tions made by law, and a full statement of the receipts and expenditures 
must be made from time to time. 

Nobility Congress is prohibited from granting any title of nobility, ana 
any officer of the United States is not allowed to receive any present, pay, 
office, or title from any foreign power, without the consent of congress. 

V. Powers Denied the States. 

Treaties etc. The states are forbidden to enter into treaties, confedera- 
tions or alliances; to coin money, emit bills of credit, or make anything 
except gold and silver a legal tender in payment of debts; to pass any bill 
of attainder, ex-post-facto law, or law impairing the obligation of contracts. 

General. The other powers denied the states are such as are specially 
assigned to the general government. They refer to laws for regulating com- 
merce, collecting duties, levying war, etc. 

EXECUTIVE BRANCH. 

I. President. 
Powers. The president of the United States is the chief exectitive officer 
of the general government. To him is intrusted the enforcement of the 

laws of congress. . , . 

Term. The presidential term of office is four years, and there is i^othing 
said in the constitution about re-election. Washington, Jefferson, Madi- 
son, Monroe, Jackson, Lincoln, and Grant were each chosen for a second 
term, but no person has been called upon to serve as president for more 
than two terms. ,. 

In the constitutional convention, the term of the president was fully dis. 
cussed The committee appointed to draft that part of the constitution 
relating to the executive branch of the government, reported in favor of a 
presidential term of seven years, with a provision prohibiting re-election. 
As the result of the discussion, however their report was rejected, and the 
present provision substituted. Lincoln and Grant are the only presidents 
who hare been re-elected since 1836. 



—46— 

Q II aliji cations. No person is eligible to the oflSce of president unless he 
has attained the age of thirty-live years. He must be a native-born citi- 
zen of the United States. He must have resided in the United States foui-- 
teen years. 

Manner of Choosing. 

Presidential electors. 

Number. Each state is entitled to choose as many presidential electors as 
it has senators and representatives in congress. The ■^hole number of 
presidential electors constitutes the electoral college, and, from the foregoing 
statement, it will readily be seen that this college consists of as many mem- 
bers as there are members of congress. The presidential electors in each 
state are frequently called the electoral college. The electoral college of 
Iowa consists of thirteen members, at present, and the electoral college of 
the United States, of four hundred fourteen members. Members of con- 
gress and persons holding positions of profit or trust under the United 
States are prohibited from serving as presidential electors. 

Nomination. Each political party puts in nomination as many candidates 
for the ofiice of presidential elector in each state as the state is entitled to, 
and the electors chosen are, by the code of political ethics, bound to vote for 
the candidates of their party. The electors are nominated in the state con- 
ventions held by the different political pai'ties, two being chosen from the 
state at large, to correspond to the number of senators, and one from each 
congressional district in the state. 

Election. The qualified voters in the several states meet on the Tuesday 
next after the first Monday in November of each leap year.* Each voter 
indicates his preference for president and vice-president, by casting a ballot 
for the whole list of presidential electors nominated by the political party 
of which he is a member, in the state in which he resides. Every voter in 
Iowa may, therefore, vote for thirteen presidential electors. As soon as it 
is known which political party has secured the election of a majority of the 
presidential electors, it can be determined who will be chosen president and 
vice-president. 

Meeting. The presidential electors meet on the second Monday in Janu- 
ary following their election, usually at the capital of their respective states, 
and vote by ballot for candidates for president and vice-president, one of 
whom at least shall not be an inhabitant of the same state as themselves. 
Three lists of the persons voted for for each office are made, each list show- 
ing the number of votes each candidate has received. 

Signing lists. The electors sign, certify, and seal these lists, and deposit 
one list with the judge of the district court of the United States for the dis- 
trict in which the electors meet. The other two lists are sent to the presi- 
dent of the United States senate, one by mail, and one by special messenger. 
When this is done the work of the electoral college is completed. 

Action in congress. On the second Wednesday in February following, 
both houses of congress meet in joint convention, when the president of the 
senate opens the sealed lists and the votes are counted. The persons re 
ceiving a majority of all the votes cast for president and vice-presideni 



*lt will be observed that the century years are not leap years unless divisible by 400 



—47— 

respectively are declared elected. Presidential electors are paid out of the 
state treasury for the time actually spent in the discharge of their duties. 
The compensation, in Iowa, is fixed at five dollars a day, and five cents a mile 
in going to and returning from their place of meeting. 

House of rejyresentatives . 

If no person receives a majority of all the electoral votes cast for presi- 
dent, the choice of that ofiicer devolves upon the house of representatives. 
That body begins its work at once, the selection being made from the three 
candidates receiving the highest number of electoral votes. Each state has 
but one vote, and a majority of the representatives from each state cast the 
vote of their state. When a vote for president is taken in the house of rep- 
resentatives, there must be present one or more members from at least two- 
thirds of all the states, and a majority of all the votes is necessary to a 
choice. At least one vote is taken every day, but if no choice is made before 
March 4, following, the vice-president serves as president. Only two presi- 
dents have been chosen by the house of representatives, Thomas Jefferson 
and John Quincy Adams. 

Jomt-high commission. 

Owing to disputed election returns from several states in 1876, congress 
could not determine which candidates had been elected president and vice- 
pi-esident. A joint-high commission, consisting of five senators, five repre- 
sentatives, and five judges of the United States supreme court, was 
appointed to determine which electoral votes in the disputed states should 
be counted. Each political party was pledged to abide by the decision of 
the commissioners. Rutherford B. Hayes was declared duly elected presi- 
dent. 

Presidents cabinet. 

How chosen. To aid him in the discharge of his duties, the president 
appoints a cabinet, consisting of eight pi'ominent men, to each of whom is 
intrusted the oversight of some special department of the wox-k of the execu- 
tive. Washington chose only four such advisers, and the others have been 
added from time to time as has seemed necessary. The cabinet is not pro- 
vided for by the constitution, but several acts of congress have been passed 
giving the president the right to appoint these officers, with the advice and 
consent of the senate. 

Organizatio7i. The different departments have been established as follows: 
Navy department, April, 1789; state, treasury, and war departments, Sep- 
tember, 17S9; post-office department. May, 1794; interior department, Max'ch, 
1849; department of justice, June, 1870; department of agriculture, Febru- 
ary, 1889. The cabinet officers are, secretary of state, secretary of treasury, 
secretary of war, secretary of navy, secretary of interior, secretary of agri- 
culture, attorney-general and postmaster-general. 

Presideyitial succession. In case of the removal of the president from 
office, or by reason of his death, resignation, or inability to discharge the 
duties of his office, the vice-president takes the oath as president and per- 
foi'ms the duties of that office. The constitution gives congress the power to 
provide for the succession to the presidency in case of the removal, death. 



—48— 

resignation, or inability of both the president and vice-i^resident. No presi- 
dent has ever resigned, but four have died in office; viz., William Henry 
Harrison, Zachary Taylor, Abraham Lincoln, and James A. Garfield. Con- 
gress has provided the following line of succession to the presidency referred 
to above: Secretary of state, treasury, vrar, attorney -general, postmaster- 
general, secretary of the navy, and secretary of the interior. The depart- 
ment of agriculture has been oi'ganized since the succession bill was passed, 
and the secretary of that department is not included in the list. 

Oath. The president is required to take the following oath of office before 
beginning the discharge of his duties: "I do solemnly swear (or affirm) that 
I will faithfully execute the office of president of the United States, and will, 
to the best of my ability, preserve, protect, and defend the constitution "of 
the United States." 

Duties. In addition to the duties devolving upon him as the chief execu- 
tive officer of the government, the president is commander-in-chief of the 
army and navy of the United States, and of the militia of the several states 
when called into the actual service of the general government. 

He also has the power to make treaties with other nations, by and with 
the advice and consent of the senate, two-thirds of the members present 
concurring. He appoints ambassadors, other public ministers, consuls, 
cabinet officers, judges of the supreme court, and others as I'equired by law. 
All such appointments, except subordinate officers, must be approved by 
the senate. 

Message. It is customary for the president to send an annual message to 
congress, giving information concei'ning the condition of the nation and 
recommending such legislation as to him seems necessary. He may con- 
vene the congress on extraordinary occasions and fix the time for their 
adjournment, in case both houses cannot agree upon such time. It is his 
duty to commission all officers of the United States, and to receive ambassa- 
dors and other public ministers. 

Impeachment. The president, vice-president, and all other civil officers 
of the United States, shall be removed from office if impeached and con- 
victed of treason, bribery, or other high crimes and misdemeanors. It was 
decided early in the history of our government that members of congress 
are not subject to impeachment by the house of representatives. If guilty 
of the offenses named above they may be punished by the house of which 
they are members. Seven persons have been impeached by the house of 
representatives, and of these, one was not tried by the senate for want of 
jurisdiction, and but two were convicted. Andrew Johnson is the only 
president ever impeached, and he was acquitted by the senate. 

//. Vice-President. 

This officer is chosen at the same time and in the same manner 
as the president, except that, when the presidential electors fail to choose 
a vice-president, that duty devolves upon the senate. The choice must 
then be made from the two candidates having the highest numbers of 
votes cast by the electoral college. The qualifications and term of office 
are the same as those of the president, but the only duty the vice- 
president is called upon to perform is to preside over the senate, unless the 



—49— 

president canuot, for any cause, perform the duties of his office. Richard M. 
Johnson is the only vice-president that has been chosen by the senate. 
His election occurred in February, 1837. 

JUDICIAL BRANCH. / 

The judicial power of the United States is vested in a supreme court and 
such inferior courts as congress may establish. Judges of all the United 
States courts are appointed by the president with the advice and consent of 
the senate, and the supreme, circuit, and disti'ict judges hold their office 
during life or good behavior. 

Supreme court. 

Organization. The supreme court holds annual sessions in the capitol at 
Washington, commencing on the first Monday in December. The court, at 
present, consists of a chief justice and eight associate justices, any five of 
whom constitute a quorum for the transaction of business. The decision of 
a quorum stands as the decision of the court, although vei'y often the dis- 
senting views of a minority are published. 

Jurisdiction. In any suit at law relating to ambassadors, other public 
ministers, and consuls, and in those in which a state is a party, the supreme 
court has original jurisdiction. It decides cases regularly appealed from 
the decision of the judges of certain state courts, and from inferior courts 
of the United States. The constitutionality of laws, state and national, is 
determined finally by this court, on appeal. Any law of congress or state 
legislature, if in violation of the provisions of the constitution of the 
United States, is unconstitutional, and, if so decided by the supreme court 
of the United States, is null and void. 

Inferior courts. 

The inferior courts established by congress are the circuit, district, and 
territorial courts, the supreme court of the District of Columbia, the con- 
sular courts, and the court of claims. These will now be considered briefly. 

Circuit court. The circuit court of the United States has jurisdiction 
over certain civil cases in Avhich a state or an alien is a party, or when suit 
is brought by a citizen of one state against a citizen of another, the amount 
in controversy being not less than five hundred dollars, exclusive of costs. 
For the purpose of properly dividing the work of this court, the states 
are separated into nine circuits, and one circuit judge is appointed for each 
circuit. One judge of the United States supreme court is assigned to each 
circuit, and it is his duty to hold at least one term of the circuit court in 
his circuit, at each of the regular places of meeting of that court, once in 
every two years. The eighth circuit includes the states of Iowa, Minnesota, 
Missouri, Kansas, Arkansas, Nebraska, Colorado, North Dakota, and South 
Dakota. 

District court. The district court has jurisdiction over criminal offenses 
against the laws of the United States. There are now sixty-three districts 
in the United States, and a district judge is appointed for each district. 
The president appoints a district attorney and a marshal for each district, 
the former to act as prosecutor for the government, and the latter to serve 
Avrits, make arrests, and perform, in general, duties similar to those 
required of the county sheriff. 
4 



—50— 

Territorial coui'ts. The president, with the advice and consent of the 
senate, appoints three judges of the supreme court for each territory. 
The territories are separated into three districts each, and one judge of 
the supreme court is assigned to each district to serve as judge of the ter- 
ritorial district court. The term of these oflScers is four years. Their 
powers are similar to those exercised by the judges of the supreme and dis- 
trict courts in the states. 

Supreme court of District of Columbia. The supreme court of the 
District of Columbia exercises jurisdiction over civil and criminal matters 
within the District. It consists of six judges, appointed by the president 
subject to approval by the senate. 

Court of claims. At the close of the war, it was found that thousands of 
claims for property of loyal subjects, seized by the union army during the 
war, were presented to congress for settlement, and they were of such a nature 
as to require immediate and careful consideration. So numerous did these 
claims become in a short time that the work of legislation was seriously inter- 
rupted. Congress, therefore, provided for the court of claims to take the evi- 
dence and decide upon the merits of each claim presented. The decisions of 
this court are reported to a committee of congress, and the claims that are 
decided to be valid are generally allowed without further investigation. 

Consular courts. American consuls, resident in foreign countries, are em- 
powered to hold court for the purpose of settling difficulties between Amer- 
ican citizens and the citizens of the country in which the consul is stationed. 
This forms a very important part of the work of consuls. 

Miscellaneous. 

State records. The constitution says, "Full faith and credit shall be given 
in each state to the public acts, records, and judicial proceedings of every 
other state." 

Privileges of citizens. The citizens of each state are entitled to all the priv- 
ileges of citizens of the other states. The term citizen as here used makes cit- 
izenship in the state depend upon citizenship in the United States. Citizen- 
ship is defined in the fourteenth amendment to the constitution of the 
United States in the following language: "All persons born or naturalized in 
the United States, and subject to the jurisdiction thereof, are citizens of the 
United States and of the state wherein they reside." Citizenship and suffrage 
are often confused. The former is determined by the statement above 
quoted ; the latter is conferred upon certain classes, citizens or aliens, enum- 
erated in the constitutions of the sevei'al states. 

Requisition. A person, who has committed a crime in one state and fled 
to another, must, if captured, be given up for trial to the officers in the state 
in which the crime was committed. The demand for the delivery of the 
criminal for trial is made by the executive authority of the state in which 
the crime was committed, and is addressed to the executive of the state in 
which the criminal is found. This demand is called a requisition. 

New states. When congress began its work under the constitution, only 
eleven states had given their assent to the new form of government. North 
Carolina and Rhode Island ratified the constitution soon after, and other 
states have been admitted from time to time, until now there are forty-two 
in all. It is provided l)y the constitution that no new state shall be formed 



—51— 

by the dismembermeut of any other state. Notwithstanding tliis provision, 
the forty-eight counties in western Virginia that remained loyal during the 
rebellion were organized as the state of West Vii-ginia, in 1863. No new 
.state can be formed from two or more states without the consent of the leg- 
islatures of all the states concerned. 

Territories. Congress is given the power to make such rules for the gov- 
■ernment of the territories as may seem advisable. . A territorial government 
has been provided for each of the territories, including Alaska. Each terri- 
tory elects a delegate to congress for a term of two years. These delegates 
receive the same compensation as the regular members of congress, but whUe 
thej" are permitted to take part in debates relating to the territories they 
represent, they have no vote. 

Congress also has the power to dispose of the public domain and of such 
other property as may come into the possession of the government. It 
exercises control over the District of Columbia in which Washington, the 
capital of the United States, is located. 

State governme7it. Each state is guaranteed a republican form of govern- 
ment by the constitution, and the United States must protect each of the 
states against invasion or insurrection. 

A'mcndments . The constitution provides two methods for its own amend- 
ment. By the lirst method, congress by a two-thirds vote of both houses, pro- 
poses the amendment to the legislature of each state, or to a convention called 
in each of the states, for the purpose of ratifying or rejecting the amendment. 
The assent of three-fourths of all the states is necessary for the adoption of an 
amendment. By the second method, the amendment may be requested by 
the legislatures of two-thirds of all the states, and congress must then sub- 
mit the amendment the same as in the first instance. 

More than seven hundred amendments to the constitution have been pro- 
(Posed in congress, but thus far only fifteen have been adopted, all of which 
have been submitted to the state legislatures for ratification. The first 
eleven were adopted during Washington's administration, and they secure 
to the people some of their dearest rights. Among these are religious free- 
dom, freedom of speech and of the press, and the right to petition the gov- 
ernment for a i-edress of grievances. They also provide for the protection of 
the rights of the people, and for trial by jury in criminal cases. The tenth 
amendment provides that all powers not delegated to the general govern- 
ment, Ufor prohibited by it to the states, are reserved to the states, or to the 
people. 

The twelfth amendment changed the manner of electing the president and 
vice-president, a discussion of which is given elsewhere in these outlines. 
The thirteenth abolished slavery and involuntary servitude except as a punish- 
^ment for crime. The fourteenth defines citizenship and forbids the states to 
deprive any person of life, liberty, or property without due process of law, 
■or to deny any person within its jurisdiction the full protection of the law. 

The fifteenth amendment asserts that the right of citizens to vote shall not 
be denied or abridged on account of race, color, or previous condition ol 
servitude. It will be observed that the right of suffrage is conferred upon 
certain classes by the state constitutions, the qualifications as to citizenship 
.iiud residence varying in different states. 



-59- 



lOWA. 

Civil goverumeut in Iowa properly began with its organization as a terri- 
tory July 4, 1838. From that date immigration was very rapid, and in less 
than four years, the territory applied to congress for admission into the 
sisterhood of states. After considerable discussion about the boundaries of 
the new commonwealth, a compromise was effected, and Iowa was admitted 
December 28, 1846. In a short time, defects were fonnd to exist in the old 
constitution and a constitutional convention was called to frame a new one 
that would be better adapted to the wants of a thriving state. The conven- 
tion met at Iowa City, and, after mature deliberation, adopted the new con- 
stitution, March 5, 1857. The action of the convention was ratified by the 
people of the state, in August of the same year. 

Preamble. The preamble forms a suitable introduction, or preface, to 
the constitution proper, and is as follows: 

"We, the people of the state of Iowa, grateful to the Supreme Being for 
the blessings hitherto enjoyed, and feeling our dependence upon Him for a 
continuation of those blessings, do oi'dain and establish a fi'ee and inde- 
pendent government by the name of the State of Iowa." 

BILL OF RIGHTS. 

It will be impossible to give a complete discussion of all the provisions of 
the bill of rights in these outlines, but every student will be well paid for 
the time spent in their careful consideration. In this part of the constitu- 
tion, the rights of the people are clearly expressed and carefully guarded. 
Section one contains this sweeping assertion of the rights of the people: 

"All men are, by nature, free and equal, and have certain inalienable 
rights, among which are those of enjoying and defending life and liberty, 
acquiring, possessing, and pi'otecting property, and pursuing and obtain- 
ing safety and happiness." Some of the other sections declare that — 

All political power is inherent in the people; No law shall be passed 
respecting the establishment of religion or requiring a religious test as a 
qualificatian for office; Persons concerned in dueling, either as pi'incipal 
or accessory, cannot hold office in the state; All laws of a general nature 
must be uniform; Liberty of speech and of the press shall be enjoyed; All 
persons shall be secure in their persons and property against unreasonable 
searches and seizures; The right of trial by jury is to be kept inviolate; 
No person shall be deprived of life, liberty, or property, without due proc- 
ess of law; In all criminal prosecutions, the accused shall have the right 
to a speedy and public trial by an impartial jury; The writ of habeas 
corpus shall not be denied except when the public safety may require; 
Private property shall not be taken for public use without just compensa- 
tion first being made; Imprisonment for debt shall not occur, except in case 
of fraud; No law shall be passed impairing the obligation of contracts; 
Slavery shall not exist in the state, nor involuntary servitude, except in 
punishment for crime. 

There are several other quite important rights enumerated, but as an 
additional safeguard to the people, section twenty-five provides that the 
rights stated shall not be construed to impair or deny others reserved by 
the people. 



—SB- 
RIGHT OF SUFFRAGE, 

It is left to each state to decide for itself what persons, or classes of per- 
sons, shall enjoy the right of suffrage, except that no restrictions are to be 
placed on voters on account of race, color, or previous condition of servi- 
tude. The qualifications of electors vary greatly in the different states. To 
show the range of qualifications, the following points may be of interest; 
Kentucky and Rhode Island require two years' residence in the state, while 
Maine and Michigan require but three months'. Four of the states fix the 
necessary residence in the county at one month, but Kentucky demands one 
year's residence. 

In city, town, or voting precinct, the qualifications range from no limita- 
tion at all to six months' residence. Six of the states require that voters 
must have paid state or county taxes within two years preceding the time of 
voting; three demand of their voters the ability to read, and two the ability 
to read and write. In all of the states the minimum age of voters is twenty- 
one years. Nearly twenty of the states allow aliens to vote at all general 
and special elections, if they have declared their intentions to become citi- 
zens of the United States, and possess the necessary qualifications as re- 
quired by the constitution and laws of the states respectively. 

The constitution of Iowa says, "Every male citizen of the United States, 
of the age of twenty-one years, who has resided in the state six months, and 
in the county in which he claims his vote, sixty days, shall be entitled to 
vote at all elections which are now or may hereafter be authorized by law." 
The exceptions to the above include idiots, insane persons, persons convicted 
of infamous crimes, and members of the military, naval, or marine service 
of the United States, who may be stationed in the state in the discharge of 
their duty. Five of the states bordering on Iowa; viz., Minnesota, Wiscon- 
sin, Missouri, Nebraska, and South Dakota, allow aliens who have declared 
their intentions to become citizens of the United States to vote at all elec- 
tions, if they are otherwise qualified as required by law. Such aliens, having 
obtained the right to vote in any of the states referred to, on removing to 
[owa, think themselves qualified electors in this state, and veiy often do 
v^ote, but illegally, of course. 

Nine-tenths of all the illegal voting done in Iowa comes from ignorance of 
this one fact, that no person has a right to vote here unless he is a citizen of 
the United States, native born or naturalized. Every pupil in our public 
schools should be thoroughly informed concerning this very important 
matter. 

DISTRIBUTION OF POWERS. 

The government of the state is separated into three departments — legisla- 
tive, executive, and judicial — and it is designed that they shall be kept as 
nearly independent as possible. The departments will be considered in the 
order named above. 

LEGISLATIVE BRANCH. 

The legislative authority of this state is vested in a general assembly com- 
posed of a senate and a house of representatives. The style, or heading of 
every law is, "Be it enacted by the General Assembly of the State of Iowa." 



I. Senate. 

Number of members. Not less than one-third nor more than one-half the 
number of representatives. 

Present number, fifty. 

Senatorial districts. Number, fifty. 

Ratio of representation. One senator for every forty-six thousand inhabit- 
ants, or fraction thereof more than one-half, in each senatorial district. 

Additional member. Any district having one and one-half times the 
ratio of representation is entitled to one additional senator. 

Qualifications. A senator must be a male citizen of the United States. 
He must be at least twenty-five years of age. He must have resided in ttie 
state one year, and in the district he is chosen to represent, sixty days, pre- 
ceding his election. 

Term. The senatorial term is four years. 

Classes. The senate is separated into two equal classes, the terms of 
members of each class expiring alternately every second year. 

Election. The election of senators occurs on the Tuesday next after the 
first Monday in November of each odd-numbered year, and their term 
begins on the first day of the following January. 

Presiding officer's. The lieutenant-governor is president of the senate 
ex-officio, but in his absence, or when he is called upon to perform the 
duties of governor, a president pro tempore is chosen by the senate. 

II. House of Representatives . 

Number of Tuembers. There are now one hundred representatives, the 
largest number possible under the constitution. 

Representative districts. 

Number. Ninety-one. 

Ratio of representation. One representative for every eighteen thousand 
five hundred inhabitants, or fraction thereof more than one-half, in each 
representative district. The number of districts and the ratio of represen- 
tation are determined by the general assembly and may be changed at every 
regular meeting of that body. 

Additional member. Every district having one and one-half times the 
ratio of representation has the privilege of choosing one additional repre- 
sentative. Under this provision, nine districts, according to the present 
division, are entitled to two representatives each. 

Qualifications. The qualifications of senators and representatives are the 
same, except as to age. Representatives are required to be only twenty-one 
years old instead of twenty-five years, as in the case of senators. 

Term. The term of representatives is two years, beginning on the first 
day of January of each even-numbered year. 

Election. Representatives are chosen at the same time and in the same 
manner as senatoi's, but they are not separated into classes, the whole num- 
ber being chosen every second year by the qualified electors of their 
respective districts at the general election. 



—55— 
III. General Provisions. 

Powers. Each house judges of the qualification and election of its own 
members, keeps a journal of its own proceedings, and publishes it from 
time to time. It also chooses its own officers, determines the time of its 
own adjournment, and punishes its members for disorderly conduct. The 
lieutenant-governor is president of the senate by virtue of his office. The 
presiding officer of the house is chosen from its own membership, and is 
called the speaker. 

Protest. Any member of the general assembly may protest against any 
act or resolution and have his objection entered in the journal of the house 
of which he is a member. 

Privilege. Members of the general assembly are privileged from arrest 
daring the sessions of that body, and while going to and returning from the 
place of meeting, except in cases of treason, felony, or breach of the peace. 

Vacancy. In case of a vacancy in the membership of either house, the 
chief executive officer of the state issues a writ of election to fill such 
vacancy. 

Action of governor. Every bill passed by the general assembly must be 
presented to the governor, and if approved by him, he signs it, and it 
becomes a law. If the governor objects to the bill, he returns it to the 
house in which it originated, with his objections, which are spread upon the 
journal. The return of the bill to the general assembly must be made 
within three days from the time it is presented to the governor, or it 
becomes a law without his signature, unless the general assembly, by adjourn- 
ment, prevents its return. The governor is allowed thirty days after 
adjournment of the legislature to approve or reject bills passed during the 
last three days of the session. If on I'econsidering a measure rejected, or 
vetoed by the governor, two-thirds of all the members of each house vote 
in favor of its adoption, it becomes a law, notwithstanding the governor's 
objections. 

Majority vote. A majority vote of all the members elected to each house 
is necessary for the adoption of a bill, and the vote on the final passage is 
by yeas and nays which are recorded in the journal. 

Impeachment. The power of impeachment is vested in the house of 
representatives, but the senate has the sole power to try persons impeached. 
Convictions on impeachment require a two-thirds vote in the affirmative of 
all the members present. 

Laws operative. Laws of a general nature passed by the general assem- 
bly go into effect on July 4, following their adoption. Those passed 
at a special session go into effect in ninety days after the adjourn- 
ment of the legislature. Any measure deemed of special importance may 
go into effect immediately, if the bill provides for its own publication in 
certain newspapers of the state. 



— SO- 
EXECUTIVE BRANCH. 

/. Oovernor. 

The chief executive authority of the state is vested iu the governor. 

How chosen. The governor is chosen by the qualified electors of the state 
at the general election held on the Tuesday next after the first Monday in 
November of each odd-numbered year. 

Qualificalions. The governor of Iowa must be a citizen of the United 
States. He must be at least thirty years of age. He must have resided in 
the state the two years next preceding his election. 

Term. Tlie term of ofiice of the governor is two years, commencing on 
the second Monday in January following his election. 

Duties. The governor is commander-in-chief of the army, the navy, and 
the militia of the state. It is his duty to see that the laws are faithfully 
executed. He has the power to grant reprieves, commutations, and 
pardons, except in cases of treason and impeachment. He may convene the 
general assembly, on extraordinary occasions, in special session. In case 
the general assembly cannot agree upon a time of adjournment, the gover- 
nor may fix such time as he may think proper, but such adjournment must 
not affect the organization of the next regular session. 

Seal. The governor is the custodian of the great seal of the state of 
Iowa, with which he seals all important olficial documents. Upon the seal 
is found the the motto of the state, "Our liberties we prize, and our rights 
we will maintain." All grants and commissions are made in the name and 
by the authority of the people of the state of Iowa, signed and sealed by 
the governor, and countersigned by the secretary of state. 

II. Lieutenant- Oovernor. 

This officer is elected in the same manner as the governor, and his quali- 
fications and term of office are the same. In case of the death, resignation, 
or inability of the governor to serve, the duties of that officer devolve upon 
the lieutenant-governor, and, if, for any cause, the latter officer is uuable to 
perform the duties of governor, when such devolve upon him, the president 
pro tempore of the senate is next in the line of succession. The speaker of 
the house is the officer named iu the constitution to succeed the president 
pro tempore in discharging the duties of governor. The lieutenant-gover- 
nor receives the compensation allowed the governor when he is called upon 
to perform the duties of that officer, but as president of the senate, he 
receives the same mileage and twice the salary of a senator for the time 
served. 

///. Other Officers. 

The constitution provides for the election of a secretary of state, an 
auditor of state, and a treasurer of state. These three officers, together 
with the governor, constitute the executive council. This council has 
very important duties to perform, and each officer composing it is allowed 
five hundred dollars additional compensation for doing the work of the 
.counciL 



—67- 

The secretary keeps the recoi'ds of the state, the auditor is the accountant, 
and the treasurer, the custodian of the funds of the state. T lese officers 
are elected in the eren-numbered years, for a term of two years. 

Several other officers of the executive department are provided for by 
law. The state superintendent of public instruction has a general oversight 
of the educational interests of the state. He appoints teachers' normal insti- 
tutes in the different counties of the state, holds conventions of county 
superintendents, and reports biennially the condition of the educational 
affairs of the state to the general assembly. He is, by virtue of his office, a 
member of the board of regents of the state university, president of the 
board of trustees of the state normal school, and president of the state 
board of educational examiners. His election occurs in the odd-numbered 
years, and his term of office is two years. 

The attorney-general acts as counselor for the various state officex's, and 
he is, in fact, the attorney for the state. Term of office, two years. There 
are three railroad commissioners chosen by the qualified electors of the 
state, one each year for a term of three years. They have the general super- 
vision of the railroads of the state. The state printer is required to do the 
printing of all documents 'of the general assembly and the various state 
officers, and the state binder binds in suitable form the volumes prepared by 
the state printer. The last two officers named ai-e elected by the general 
assembly in joint convention for the term of two years. 

The following officers are appointed by the governor, by and with the 
advice and consent of the executive council, or of the senate: The adjutant 
general acts as inspector of the organized state militia, or "Iowa National 
Guards," as they are called. The state librarian has charge of the valuable 
library of the state, numbering in all nearly forty thousand volumes. The 
other principal officers are, tliree mine inspectors, fish commissioner, dairy 
commissioner, commissioner of immigration, inspector of illuminating oils, 
superintendent of weights and measures, commissioner of labor statistics, 
and custodian of public property. 

To the custodian of public proper<^y is intrusted the care of the capitol 
building and grounds. The new capitol is the pride of its owners, the peo- 
ple of the state. Its location is a beautiful one, and the building itself can- 
not be surpassed. Its erection was begun in 1873, and it is not yet fully 
completed. It has cost about three million dollars. Thirty different kinds 
of marble and twelve kinds of wood were used in finishing it. 

The state board of health has an important work to do in connection with 
suppressing infectious and contagious diseases. Many valuable rules re- 
lating to the health of school children have been adopted by this board and 
should be carefully studied by teachers and school officers. 

There are also several important societies and boards of directors organ- 
ized or selected to assist in the execution of the laws of the state. Among 
these may be named the state agricultural and horticultural societies, the 
board of dental examinei's, the board of curators of the state historical 
society, the commissioners of pharmacy, and the trustees of the various 
state institutions. The trustees last named are elected by the general assem- 
bly in joint convention. Two members of the state board of educational 
examiners, one of whom must be a lady, are appointed by the executive 
council for a term of four years. The state superintendent of public instruc- 



—58— 

tion, the president of the state uuiversity, and the president of the state 
normal school are, ex officio, members of the state board of examiners. 

Amendments. 

The constitution provides for its own amendment in the following man- 
ner: The amendment may be proposed in either house of the general 
assembly, and if it is agreed to by a majority of the members of each house, 
it is spread upon their journals and submitted to the next general assembly. 
Previous to the election of members of the next general assembly, how- 
ever, the proposed amendment must be published in certain newspapers 
of the state, as required by law, for a period of three mouths. If a major- 
ity of the members of each house of the second general assembly, to which a 
proposed amendment is submitted, vote in favor of its adoption, it is then 
submitted to the voters of the state at a general, or special, election. If a 
majority of the votes cast at such election are in favor of the adoption of 
the amendment, it becomes a part of the constitution. 

Several amendments have been adopted. The first struck out the word 
"white" from certain articles relating to suffi'age and other rights of citi- 
zenship. The next struck out the words "free white" from the section 
relating to eligibility of members of the general assembly. The prohibitory 
amendment, adopted June 27, 1882, was declared unconstitutional by the 
supreme court on account of some irregularity in its adoption. On Novern- 
ber 4, 1884, four amendments to the constitution Avere adopted. The first 
changed the time of holding all general elections to the Tuesday next after 
the first Monday in November. The second gave the general assembly 
the power to redistrict the state for district court purposes. The third 
authoi'ized the general assembly to provide hy law for a grand jury to con- 
sist of not less than five, nor more than fifteen, persons, and also to provide 
for the holding of persons to answer for any criminal offense without the 
intervention of a grand jury. The fourth abolished the ofl&ce of district 
attorney and authorized the enactment of a law for the election of a county 
attorney in each county of the state. 

JUDICIAL BRANCH. 

The judicial department of the government is vested in the supreme 
and district courts established by the constitution, and in such others as may 
be authoi'ized by law. 

Supreme court. 

Number of judges. Five. 

Term. Six years. 

Chosen. By qualified voters of the state at the general elections, one 
being chosen each year but one, in every period of six years. There will 
be no judge of the supreme court chosen in 1892, nor in every sixth year 
thereafter. 

Chief justice. The judge having the shortest term to serve acts as chief 
justice. 

Duties. To interpret the laws of the state, and to serve as a court of 
appeals from the decisions of inferior courts. 

Meetings. Three meetings, or terms, are held each year at Des Moines. 

Quorum. Three members constitute a quorum. 



—59— 



District courts. 

Number of judges. Forty-four. 

Number of judicial districts. Eighteen. 

S*c' 0/ Uges for eack district. From o.e to four, accord.og to the 

amount of business to be transacted. 

Term. Four years . , . . -, t i. • ^ 

Chosen By the qualified voters of the different judicial distncs. _ 
JuHsdiction This court has general original jurisdiction in civil and 

JZnTclses^nd in matters of probate. Certain minor cases may be 

examined Tn lower courts, but, in many of these, an appeal may be made to 

the district court. 

Superior courts. 

ro:rieen.ee\rrxrr^^^^^^^^ 

arprosecuteZ. The term of offlce ot the superior judge ,s fom- year.. 

Police courts. 

(Mties of the first class are authorized to establish a police court to be pi e- 
.rrrS^a.o«eer..o„.asP^^^^ 

r:raraTr:;?:LTs:a:r.er:;,po. itter. .>.., to the .io,a- 

tion of city ordinances. 

Justice courts. 

la each towpship there are chosen two justices o. the P-e aU^e gene a, 

t^^:^^^^ rrrt-fre hZared doUars or imprison. 
mLun thHounty jail thirty days. Their conrpensat.on ,s by fees. 

COUNTY GOVEKNMENT. 

Counties. There are ninctynine counties in Iowa, emtoeing m aU Mtj- 
..^thousand twenty.ayes,ua.nriic^^ 

ine to a provision of the constituuou, uu no j nffioers of the 

L/area Ls than four ^-dred thirty-tw^^ jare ^^ The oA^ce. ^M ^ 
county perform nearly all of th^nwo^^^^^^ ^^^^.^^ ^^^^^^.^ 

called the court house. The ««"^^y °*^^^'' , ^ ^f ^istHct court, attor- 

tendent of schools, ^—y-i-^rJ^^ir'ffiTe Earned are ected in each odd- 
ney, and board of supervisor ^he ^.-t ^v-;^^^^^ ^^^^^^^ ^^^^^ ^^^^ 

numbered year, ^^^/^.^^^^'J^^^/.^perviso^ must be chosen every year, 
or more, -e-bers of ^^.^^^^^^^^^^^^ ^, the board of supervisors, and one- 
There are three, five, oi ^even memo ^very year for a term of three 
third of these, as nearly as maybe, are chosen e^eiy y 

years. 



—60— 

Board of supervisors. The board of supervisors have general supervision 
-of the business aflfaii's of the county. They audit all claims against the 
county, settle with the county otficers, levy taxes, canvass the votes of the 
■county at general, or special elections, act as overseers of the highways 
and bridges of the county, and provide for the care of the poor. Their reg- 
ular meetings occur on the first Monday in Januaiy, April, June, and Sep- 
tember, and the Monday following eacli general, or special, election. They 
are paid four dollars a day for work in regular session, and two and one-half 
dollars a day for committee work. They are also allowed six cents for each 
mile traveled in the dischai'ge of their duties. 

Auditor. The auditor is clerk of the board of supervisors, and it is his 
duty to issue warrants on the county treasury for the payment of all. claims 
allowed by the board of supervisoi's. He is the general accountant of the 
county. Salary, twelve hundred dollars a year, with such additional com- 
pensation as may be allowed by the board of supervisors in counties having 
a population of more than twenty-five thousand inhabitants. Heretofore, 
the auditor has been chosen in the odd-numbered ;years. The last general 
assembly extended the present term of auditor to three years, in order that 
the terms of auditor and treasurer may expire at difTereni times. 

Treasurer. The treasurer collects the taxes of the county and, pays out 
the same upon the order, or warrant, of the county auditor. He is the cus- 
todian of the funds of the county. His compensation varies from twelve 
hundred to fifteen hundred dollars, with such additional compensation as 
may be allowed by the board of supervisors in the more populous counties. 

Recorder. The recorder makes a record of deeds, mortgages, bonds, and 
other instruments filed with him for that purpose. He is paid by fees 
at the following rates: For each instrument containing four hundred 
words, or less, fifty cents; for each additional one liundred words, or 
fraction thereof, ten cents. 

Clerk of court. The clerk of the district court keeps a record of all pro- 
ceedings of that court, and has charge of certain matters in probate and in 
the appointment of administrators and guardians. He issues marriage 
licenses, and keeps a record of marriages, births, and deaths as they occur 
in the county. His compensation varies from eleven hundred to two thou- 
sand dollars a year, according to the population of the county. 

Sheriff. The sheriff is required to execute according to law, and return 
all writs issued by the proper authorities and placed in his hands for service. 
He acts as conservator of the peace, makes arrests, and has charge of the 
county jail and the prisoners confined therein. His salary is from two 
hundred to four hundred dollars, together with fees and mileage. 

County superintendent. The county superintendent of schools has the 
general supervision of the public schools of the county. He holds normal 
institutes, examines teachers, makes annual settlements with school boards, 
and reports to the superintendent of public instruction annually the con- 
dition of the schools under his charge. He is paid four dollars a day for the 
time actually employed in the discharge of his duties, with such additional 
compensation as the board of supervisors may allow. 

Attorney. The county attorney is a lawyer chosen to act as counsel for 
the oflicers of his county and to prosecute criminals for offenses committed 
within his jurisdiction. His salary is fixed by the board of supervisors and 



—61— 

may vary from three hundred to tifteen hundred dollars. He is also allowed' 
certain fees. 

Surveyor. The county surveyor makes surveys of all lands in his county 
when requested to do so. He has charge of the field notes of the original 
surveys made by the general government, and upon these he bases all of his 
surveys. His compensation is by fees at the rate of four dollars a day while 
employed and fifty cents for each copy of plat or field notes furnished. 

Coroner. The coroner is required to hold an inquest upon the dead bodies 
of such persons as are supposed to have died by unlawful means. In certain 
cases, he performs the duties of shex'iflf. His compensation consists of fees 
and varies with the work done. 

Notaries public. These officers are appointed by the governor for a term 
of three years. They are authorized to take acknowledgments of signatures 
to deeds, bonds, mortgages, and other legal documents. Each notary is pro- 
vided with a seal with which he stamps all papers acknowledged before him. 
His compensation is by fees. A notary public is not properly a county 
officer, inasmuch as the people of the county have no voice in his selection. 

Oath. — Bond. All officers of the state are required to take an oath of office- 
befora entering upon the discharge of their duties, and, in addition to this, 
nearly all officers entrusted with moneys and records are required to give 
bonds for the faithful performance of duty and the delivei-y of all official 
property rightfully belonging to their successors. 

Vacancies. The constitution provides that whenever an officer is appointed 
to fill a vacancy, he shall serve until the next general election, but persons 
elected to fill vacancies in office serve the remainder of the unexpired term. 

CITY GOVBRNMENT. 

Cities in Iowa are sepai'ated into two classes. Cities of the first class must 
have a population of at least fifteen thousand, while those of the second 
class range from two thousand to fifteen thousand inhabitants. There are- 
also incorporated towns, or villages, having a population of less than two 
thousand. 

Officers. The officers of cities of the first class are the mayor, councilmen, 
clerk, treasurer, auditor, marshal, assessor, police judge, collector, solicitor, 
engineer, street commissioner, superintendent of markets, and, in cities 
having more than thirty thousand inhabitants, a board of public works, con- 
sisting of two members appointed by the mayor, by and with the advice and 
consent of the council. Each city is separated into wards, and one member 
of the council is chosen, from eac)i ward, every' year by the electors for a 
term of two years. All of the other elective officers are chosen for a term of 
two years. The members of the board of public works serve for three 
years. The mayor is the chief executive officer of the city, the council pass- 
certain laws for the government of the city; and the other officers perform 
such duties as their titles indicate. The election of city officers occurs on 
the second Monday in March. 

Cities of the second class elect a mayor, two councilmen from each ward, 
a clerk, a treasurer, an assessor, and a solicitor, or attorney. The marshal, 
street commissioner, and certain other officers are appointed by the mayor and 
council. The powers and duties of officers in cities of this class are the same, 
in general, as those performed by corresponding officers in cities of the first 
class. The officers in incorporated towns are mayor, recorder, and six 



—62— 

trustees, two of the lattei* being chosen every year for a term of three years. 
There are also several cities in lovv^a acting under special charter, but the 
provisions for their government are essentially the same as for other cities. 

TOWNSHIP GOVERNMENT. 

Although the tovs^nship government is most closely related to the people, 
there is very little attention given to its study in the schools. Each county 
is separated into divisions known as civil townships, and each one of these 
is given a local name. To carry out the provisions of the law relating to 
government surveys, the public lands of the United States were surveyed 
into square blocks containing thirty-six square miles, and each one of these 
blocks is called a congressional township. Congressional townships are 
designated by numbers north or south of the base line and east or west of 
the principal mei'idian upon which the survey is based. 
Township officers. 

School officers. A full account of the duties of school officers as well, as 
of many other important matters of school, law will be found in another part 
of this volume. 

Trustees. In every township, one trustee is chosen at each general election 
for a term of three years. The board of trustees have several important 
duties to perform. They serve as overseers of the poor, equalize assess- 
ments of property, and act as fence viewers. They also constitute the 
board of health for the township. 

Clerk. The township clerk is secretary of the board of trustees, and it is 
his duty to keep a complete record of the proceedings of the board. On the 
morning of each general election day, the township clerk is required to post 
up at the place of election, a detailed statement of the receipts. 

Justices of the peace. (See justice courts, page, 59.) 

Constables. In each township thei'e are chosen as many constables as 
there are justices of the peace. They serve all papers issued to them by the 
latter officers, summon jurors and witnesses for justice courts, and serve as 
general ministerial officers for those courts. Justices of the peace and con- 
stables are considered county officei's, in one sense, as their jurisdiction is 
co-extensive with the county in which they reside, but they are generally 
classed with township officers, because they are elected by the qualified 
voters of the township (or city). 

Assessor. It is the duty of the township assessor to tix the value on all 
private property in the township which is subject to taxation. The assessed 
value of real estate is determined only in the odd-numbered years. The 
assessor makes a list of all persons in his township who are subject to mili- 
tary duty. To guide him in his work of making assessments, a schedule of 
value of all kinds of taxable property is furnished him by the board of super- 
visors. 

Road supervisors. Each township is separated into road districts, and a 
road supervisor is elected in each district to have general oversight of the 
construction and repair of the highways. 

Collectors. There may be chosen annually in each township, a collector 
of taxes, to aid the county treasurer in his work. All moneys so collected 
must be paid into the county treasury. 

Elections. All township officers, except as expressly stated above, are 
elected in each even-numbered year for a term of two years. 



— OS- 
OUTLINE OF CIVIL GOVERNMENT OF IOWA. 



Orgariized as a Territory — July 4, 1838. 
Admitted as a State — December 28,- 1846. 
Capital — Des Moines, Folk county. 

TABLE OF OFFICERS. 



ELECTED BY THE 


APPOINTED BY THE 


CHOSEN BY THE 


PEOPLE. 


GOVERNOR. 


GENERAL ASSEMBLY. 


* Governor. 


Adjutant-General. 


Trustees of State Insti- 


Lieutenant-Governor. 


Board of Health. 


tutions. 


* Secretary of State. 


Commissioner of Labor 


Directors of State Nor- 


*Auclitor of State. 


Statistics. 


mal School. 


* Treasurer of State. 


Commissioners of Phar- 


Regents of State Uni- 


Superintendent of Public 


macy. 


versity. 


Instruction. 


Commissioners to visit 


Wardens of Penitentia- 


Three Railroad Commis- 


Hospital for Insane. 


ries. 


sioners. 


Custodian of Public Prop- 


State Printer. 


Attorney-General. 


erty. 


State Binder. 


Clerk of Supreme Court. 


Dairy Commissioner. 


U. S. Senators. 


Supreme Court Reporter. 


Fish Commissioner. 




Judges of the Supreme 


Inspector of Illuminating 




Court. 


Oils. 




Judges of District Court. 


Librarian. 




Representatives in Con- 


Three Mine Inspectors. 




gress. 


Superintend't of Weights 




State Senators. 


and Measures. 




State Representatives. 


Veterinary Surgeon. 





■^ Members of Executive Council. 



DISTRICTS. 



CONGRESSIONAL. 



SENATORIAL. 



REPRESENTATIVE . 



JUDICIAL. 



Number, 11. iNumber, 50. 

Ratio, 151,912. Ratio, 46,000. 

Representatives, 11. Senators, 50. 



Number, 91. 
Ratio, 18,500. 
Representatives, 100. 



Number, 18. 
Judges, 44. 
Judges in each 
District, 1 to 4. 



LOCAL. 



COUNTY. 



CITY, OR TOWN. 



TOWNSHIP. 



Board of Supei'visors, 3-7 

Auditor. 

Treasurer. 

Clerk of District Court. 

Recoi'der. 

Sheriff. 

Superintend't of Schools. 

County Attorney. 

Surveyor. 

Coroner. 

Grand Jui'y- 

Petit Jury. 



Mayor. 

Councilmen, or Trustees 

Clerk. 

Auditor. 

Treasurer. 

Marshal. 

Assessor. 

Collector. 

Solicitor. 

Street Commissioner. 

Police Judge. 

Sup't of Markets. 

Board of Public Works. 

Superior Court. 



Board of Trustees. 

School officers. 

Clerk. 

Assessor. 

Justices of the Peace. 

Constables. 

Road Supervisors. 

Collectors (may have). 



—64— 
SALARIES OF OFFICERS. 




1 
1 
1 
1 
1 
1 
1 
1 
1 
1 
1 
84 
330 



President $50,000 

Vice-Presicleut 8,000 

^Secretary of State 8,000 

*Secretary of Treasury 8,000 

*Secretary of War 8,000 

*Secretai'y of Navy 8,000 

*Seeretary of Interior 8,000 

*Attorney-Geueral 8,000 

*Postmaster-General 8,000 

*Secretary of Agriculture . 8,000 

Treasurer U. S 6,000 

fSenators 5,000 

{Representatives 5,000 

Territorial Delegates 5,000 

ff Speaker of Hous-^ of Rep- 

1 esentatives 8,000 

Pres'tjp ro tern of Senate. . . 8,000 
Chief Justice of Supreme 

Court 10,500 

Associate Justices Supreme 

Court 10 000 

Circuit Judges ... 0,000 



63jDistrict Judges 3,500- 5,000 

16 Territorial Jiidges 3,000 

6 Territorial Governors 2,600- 3,000 
1 Chief Justice of Supreme 

Court, D. C 4,500 

Associate Justices Supreme 

Court, D. C 4,000 

5 Judges Court of Claims. . . 4,500 
1 Commissioner of Education 3,000 



1 *Governor 

1 Lieutenant-Governor (ses- 
sion General Assembly) . 

1 *Secretary of State 

1 *Auditor of State 

1 *Treasurer of State 

1 Sup't Public Instruction . . . 
3 Railroad Commissioners . . 
1 fAttoi'ney-General 

5 Judges Supreme Court .... 

1 Clerk Supreme Court 

1 Reporter Supreme Court . . 

50 ffSenators (regular session) 
100 If Representatives (reg. ses.) 

1 Adjutart-Geueral 

1 Com. Labor Statistics 

1 Custodian Public Property . 
1 Dairy Commissioner 

6 Deputy State Officers 

1 Governor's Private Sec'y . . 

1 Fish Commissioner 

1 Inspector Illuminating Oils 

1 Librarian 

3 Mine Inspectors 

44 Judges District Court 

1 Sup't Weights and Meas. . . 
1 Veterinary Surg, (per diem) 

1 State Printer 

1 State Binder 

1 Com. of Immigration 

3 Coms. of Pharmacy 



$ 3,000 



1,100 

2,200 

2,200* 

2,200 

2,200 

3,000 

1,500 

4,000 

• 2,200 

2,200 

550 

550 

1,500 

1,500 

1,500 

1,500 

1,500 

1,500 

1,200 

(fees) 

1,200 

1,200 

2,500 

50 

5 

(fees) 

(fees) 

1,200 

(fees) 



* Constitute President's Cabinet. 

+ Twenty cents mileage and $125 annu- 
ally for stationery. 

tt Properly included in the list of Eep- 
resentatives; $3,000 additional com- 
pensation as Speaker. 



* Members of Executive Council. Receive 
$500 a year additional compensation. 

+ $5.00 a day additional, while attending 
court. . 

+t Mileage— five cents a mile in going to 
and returning from seat of government. 



TABLE OF STATE INSTITUTIONS. 




State University 



State Agricultural College 

State Normal School 

College for the Blind 

♦Industrial Home for Adult Blind. 

Institution for Deaf and Dumb 

Institution for Feeble Minded 

Soldiers' Orphans' Home 

Soldiers' Home 

Hospital for the Insane 

Hospital for the Insane 

Hospital for the Insane 

Industrial School for Boys 

Industrial School for Girls 

Penitentiary 

Penitentiary 



Iowa City, Johnson County. 
Ames, Story County. 
Cedai x'alls, Black Hawk County. 
Vinton, Benton County. 
Knoxville, Marion County. 
Council Bluffs, Pottawattamie Countj' 
Glenwood, Mills County. 
Davenport, Scott County. 
Marshall town, Marshall County. 
Mount Pleasant, Henry County. 
Independence, Buchanan County, 
Clarinda, Page County. 
Eldora, Hardin County. 
Mitchellville, Polk County. 
Fort Madison, Lee County. 
Anamosa, Jones County^ 



• Provided for by Twenty-third General Assembly and recently located. 





•*^ lOWA.-^j 



1 



